Report of the 

Commission on Industrial 

and 

Agricultural Education 



Made pursuant to the provisions 
of Chapter 152, Laws of 1911 



J^=^ 



Indianapolis, Indiana, December, 1912 



REPORT 



"^ Commission on Industrial and 
Agricultural Education 






MADE PURSUANT TO THE PROVISIONS OF 
CHAPTER 152, LAWS OF 1911 



INDIANAPOLIS, INDIANA, DECEMBER, 1912 



INDIANAPOLIS : 

WM. B. BURFOKD, CONTRACTOR FOR STATE PRINTING AND BINDING 

1912 






V \' 



MEMBERS OF THE COMMISSION. 



Will A. Yarling, Chairman. 
John Gr. Brown, 
Frank Duffy, 
Thomas. F. Fitzgibbon, 
John L. Ketcham, 
Frank D. McElroy, 
Ulysses G. Weatherly, 



John A. Lapp, Secretary. 



■>\N 



SUMMARY OF FINDINGS AND RECOMMENDATIONS. 



THE WORK OF THE COMMISSION. 

This Commission was created by Act of the General Assembly, 
approved IMarch 4, 1911, to investigate the needs of education in 
the different industries of Indiana and how far the needs are met 
by existing institutions and what new form of educational effort 
may be advisable to meet those needs. ^ 

Pursuant to this act Governor Thos. R. Marshall appointed a-s 
members of the Commission the following: 

John G. Brown, Monon; John L. Ketcham, Indianapolis ; 

Frank Duffy, Indianapolis ; Frank D. McElroy, Hammond ; 
Thos. F. Fitzgibbon, Columbus ; Ulysses G. Weatherly, Bloomington ; 
Will A. Yarling, Shelbyville. 

The Commission met at Indianapolis June 15th and organized 
by electing Will A. Yarling as Chairman, and John A. Lapp, of 
Indianapolis, Secretary. 



(Laws 1911, p. 407.) 

^"Section 1. Be it enacted by the General Assembly of the State of Indiana, 
That the Governor shall within thirty days after this act takes efEect appoint a 
suitable commission of seven persons, either from within or without the public 
service of Indiana, representing the manufacturing, labor, agricultural and educa- 
tional interests of the State, to be known as the Commission on Industrial and 
Agricultural Education. 

"Sec. 2. The members of the Commission shall serve without compensation, 
but shall be allowed their necessary traveling and hotel expenses while attending 
to the business of the Commission, to be paid on warrant approved by the chair- 
man of the Commission. The Commission shall organize within thirty days after 
their appointment by electing a chairman. The Commission may appoint a secre- 
tary either from within or without the public service of Indiana and allow such 
compensation, or if appointed within the public service such additional compensa- 
tion as the Commission shall determine. All necessary expenses of the secretary 
in connection with the business of the Commission shall be allowed and paid in the 
same manner as prescribed for the payment of expenses of the Commission. 

"Sec. 3. The Commission shall investigate the needs of education in the 
different industries of Indiana, and how far the needs are met by existing institu- 
tions, and shall consider what new forms of educational effort may be advisable and 
shall make such investigation as may be practicable through printed reports and 
the testimony of experts as to similar educational work done by other States, by 
the United States Government and by foreign governments. The Commission shall 
hold hearings in at least five different communities of the State and invite the 
testimony of interested parties and experts, and shall make a report to the Gov- 
ernor for transmission to the Legislature not later than January 1, 1913. 

"Sec. 4. The sum of one thousand dollars ($1,000) annually for two years is 
hereby appropriated for the pui-poses of carrying out the provisions of this act. 
The report of the Commission, not exceeding 200 pages, shall be printed by the 
Commissioners of Public Printing, Binding and Stationery." 



4 

At the request of the Commission made by resolution October 
15, 1911, President W. E. Stone of Purdue University, appointed an 
advisory committee on agricultural education consisting of Prof. G. 
I. Christie, J. H. Skinner and GTeo. L. Roberts. Members of i this 
committee accompanied the Commission and gave most valuable 
assistance. 

Meetings were held during October and November, in deter- 
mining the plan and scope of the investigation. 

The Commission during the year held hearings and made in- 
vestigations in Lafayette, Hammond, Gary, Laporte, South Bend, 
Evansville, Terre Haute, Anderson, Muncie, Mariou, Fort Wayne, 
Indianapolis, Richmond, Bloomington and Shelbyville and Round 
Grove Township, White County. 

The opinions of aU classes of citizens were invited and" many 
educators, farmers, business men, labor leaders, manufacturers, so- 
cial workers and others appeared before the Commission. 

Extensive correspondence was also had with several hundred 
citizens, both within and without the State, and a careful study was 
made of the experience of this and other States and of foreign 
countries in solving the problems which confronted the Commission. 

Authorities connected with the National Society for the Promo- 
tion of Industrial Education and other organizations were con- 
sulted and much advice and practical service were received, es- 
pecially from Mr. C. A. Prosser, Secretary of the National Society, 
Prof. W. W. Black of Indiana University, and Prof. Frank L. 
Leavitt of the University of Chicago. 

After careful deliberation the following specific findings and 
recommendations for legislation are made. The discussion bearing 
out the recommendations will be found in the pages which follow. 
Ijegislative bills embodying these recommendations are included as 
appendices. 

FINDINGS. 

1. Indiana has been rapidly transformed from a distinctly 
agricultural State to one equally engaged in and dependent on 
laanufacturing and agriculture, the products of the soil in 1909 be- 
ing $183,000,000 for the major crops, and the products of the manu- 
factures $579,075,000, which represented $244,700,000 added by 
manufacture. 

2. The tendency away from the farm to the cities is evident in 
Indiana. From 1900 to 1910 the city population increased 30.5 
per cent, and the rural population decreased 5.5 per cent. There 



were in 1910, 1,143,835 people living in cities and towtis and 
1,557,041 in the rural districts. The tendency away from the farm 
is marked and the observations and investigations of the Commis- 
sion showed that this was due in a large part to the lack of adequate 
educational facilities for practical education in the country. 

3. The larger part of the boys and girls leave school before 
the completion of the elementary course, unprepared in anything ( 
which will aid them in their immediate problem of earning a living J 
with their hands. From statistics available in other States it is 
safe to estimate that there are fully 25,000 boys and girls in this 
State between fourteen and sixteen who have not secured adequate 
preparation for life work in the schools and who are now working 
in "dead end" or "blind alley" jobs, or in other words, jobs which 
hold no promise of future competence or advancement. The investi- 
gations in Massachusetts and New York City show that not more 
than one out of five of the pupils leaving school at fourteen do so 
because it is necessary to help make a living. The conditions are 
doubtless even better in Indiana. The remainder, four out of five, 
leave school for a variety of reasons chief among which is the feel- 
ing among pupils and parents that the schools do not offer the kind 
of instruction which they need for the work they expect to do and 
which would justify them in foregoing wage earning for a time in ,i 
order to get it. 

4. Specialization of industry has broken down, in large part, 
the apprenticeship system by which the young were formerly edu- 
cated for industrial work. Large masses of workers have become 
mere automatons who know single machine processes and whoso 
"way out" is limited by their lack of opportunity for education in 
their field of industrial work. 

5. (1) Lack of knowledge on the part of the machine workers 
of the other processes leaves them in ignorance of the relation of 
their work to that of others or the whole process. This, together 
with their lack of general intelligence makes the task of supervis- 
ing and directing them increasingly difficult. 

(2) The change from the journeyman to the machine worker 
has made it more and more difficult to get foremen who have either 
a mastery or a proper understanding of all the work they must 
direct, while at the same time the growth of the special machine 
has made complete knowledge more necessary. 

6. (1) The advance of general knowledge, growth of science, 
and progress in invention has brought a vast body of information 



in science, drawing, mathematics, art and technique necessary to 
the highest efficiency of the worker and useful in proportion as he 
can get it as a tool in trade. This cannot be gotten by the wage- 
earners, in the industry itself. At its best apprenticeship gives 
this helpful information by the rule of thumb — all the master 
knew, at odd moments. The school is necessary now to equip work- 
ers with this training, 

(2) The shop has never been very successful as a school master. 
The principal part of education to be gained in a shop is skill in 
processes. The schools must supplement the shop and the two must 
co-operate to prepare the worker properly. But the actual train- 
ing by the school must be given by teachers who have had success 
and experience as well as adequate knowledge. 

7. There has been practically a stationary average production 
per acre of the principal crops in Indiana as well as throughout the 
country during the last forty years. The yield is far behind the 
best practice in this State and other States and only about half the 
yield of European countries on land cropped for a thousand years. 
At the same time, land values are rapidly increasing and prices are 
soaring, making the problem of the cost of living an acute one. 

8. The courses of study in our elementary and high schools 
are directed largely toward a preparation for college, to which only 
a meagre percentage ever go. The "way from the kindergarten 
straight through the college," has been smoothed out to the dis- 
advantage of the way which the vast majority, fully 90 per cent, 
take, straight into industrial work. 

9. The Commission found the vocational needs only meagrely 
supplied in Indiana by general courses in manual training, domestic 
science and agriculture. The work given is largely preliminary and 
not definitely vocational. No attempt at part time schooling in 
the public day schools was found by the Commission and little ef- 
fort to supply the vocational needs of the workers in continuation 
courses and evening schools. 

a. Manual training has been introduced in many cities 
and towns, but in no place outside of the Technical Institute 
at Indianapolis, and there only meagrely as yet is there any 
attempt to train for wage-earning occupations. Evening 
schools are maintained in very few cities, but in only three 
or four is there any serious attempt to make them practical 
continuation schools for industrial workers. No attempt at 
part time schooling in the public day schools was found by 
the Commission. 



b. A large number of schools have begnn courses in agri- 
culture. These are, however, not dejBnitely vocational. In 
some cases the work has been accompanied by demonstra- 
tion plats and some cooperative work between the schools 
and the farm has been accomplished. The beginnings havo 
been too recent, however, to measure the results. 

c. Domestic science has been quite generally introduced 
in the city schools and in many town schools, but the amount 
of time given to it is not adequate for definite results. In 
a few cases it is compulsory, but in the main it fails to reach 
the vast body of girls who leave the schools at fourteen. 

10. The work of Purdue University, especially of the agricul- 
tural extension department, has had a tremendous effect in stimu- 
lating interest in agricultural education in the schools and also 
practical education among the farmers. They have created the 
necessary nucleus of trained men to make a beginning in carrying 
out the further work. With limited resources the groundwork has 
thus been laid for a comprehensive plan of agricultural education 
for which the time is now ripe. 

11. The Commission found no organized efforts in Indiana to 
put pupils in touch with the opportunities for life work. The pupils 
are in the main left to go it alone in choosing a vocation except 
where enterprising teachers have been able to give personal advice. 

In other States promising beginnings have been made in voca- 
tional guidance, particularly in New York City and Boston. The 
(Commission believes that every city or town should survey the vo- 
cational opportunities within its borders and place the information, 
together with all information available on vocational work, within 
reach of the pupil at the proper age. 

12. The investigations of the Commission disclosed that the 
people are not only ready but anxious for the enlargement of the 
school work, so as to include the best possible preparation for life 
work for all people whether they, earn their living with their heads 
or their hands. Farmers, employes, employers, labor leaders, edu- 
cators and social workers who appeared before the Commission 
advocated strongly that definite, whole-hearted plans be made. 
The problem which confronted them was not that it should or should 
not be done , but how it could be done effectively. 

13. The State Board of Education has partially opened the 
way for high schools to introduce vocational subjects and at the 
same time conform to the requirements for college entrance. The 



8 

colleges are recognizing the change made in the high school curricu 
lum and are giving credits for such work. Some chance is thus 
given to the students to pursue industrial subjects without fear 
that if they later decide to^ go to college they would lack the qualifi- 
cations for entrance. 

14. The Commission found some townships of the State with- 
out educational facilities beyond the elementary work in the country 
schools. In some eases it was found to be due to the lack of funds, 
but some such townships were found which are amply able to pro- 
vide such facilities. 

15. The largest problem in carrying out industrial and agri- 
cultural education was found to be in the lack of teachers trained 
to do the work. If the vocational subjects are to find and hold the 
place that is due them in the common schools of the State, the 
teachers must be educated to handle them more effectively than 
they have been able to handle such subjects in the past. 

TJie beginnings of such preparation have been made. It has 
been demonstrated that teachers can be supplied on. a small scale 
and the Commission believes that adequate provisions will soon 
furnish adequately equipped teachers for a State-wide system of 
vocational education. 

16. The Commission found that its work need not be experi- 
mental, for the reason that already other States and cities in this 
country and most European countries have developed a body of 
experience in vocational education. Since the famous Douglas 
commission investigated the subject in Massachusetts in 1905 such 
States as Wisconsin, New Jersey, Maine, Maryland, Michigan, Illi- 
nois, as well as IMassachusetts, have authorized and carried out in- 
vestigations. Private individuals, public officials and organizations 
have gone deeply into the subject and the body of instructive litera- 
ture is large and increasing rapidly. 

The States of New York, Massachusetts, Wisconsin, Ohio, Con- 
necticut and New Jersey have enacted advanced legislation and the 
jmatter is being discussed from coast to coast. 



RECOMMENDATIONS. 

I. That school authorities in cities, towns and townships be 
given power to establish and maintain such vocational schools and 
departments for industrial, domestic science and agricultural edu- 
cation as their local situation may warrant, and levy a tax to sup- 
port the same. 

II. That State aid equal in amount to two-thirds the sum ex- 
pended in instruction in vocational and technical subjects and 
such other related subjects as are necessary to complete well 
rounded courses in industrial, domestic science and agricultural 
schools or departments as are approved by the State Board of 
Education, be given to the cities, towns and townships supporting 
such vocational schools or departments. Such aid to be granted 
only for vocational work for pupils above fourteen, and the courses 
to be of less than college grade and designed to meet the vocational 
needs of those who are able to profit by the instruction offered. 

III. That the State Board of Education include three persons 
of known interest in and sympathy with vocational education, in- 
cluding a representative of employers and of employes; that the 
Superintendent of Public Instruction be the president and executive 
officer of the board, and that the board be relieved of the detail 
work of inspection of high schools by the appointment of a high 
school inspector. 

IV. That the State Superintendent, with the approval of the 
State Board of Education, appoint a deputy to work under the 
superintendent in the supervision of industrial education at a sal- 
ary to be fixed by the board and who' should be removable by the 
board only for cause. 

V. That the State Superintendent make arrangements with 
Purdue University by which some person actively connected with 
the agricultural work of Purdue shall be engaged in a dual capacity 
in supervising agricultural education as an agent of the State 
Superintendent of Public Instruction and as an assistant at Purdue. 

VI. That the teaching of agriculture in the rural elementary 
and high schools, industrial work in city and town schools, and 
domestic science in all elementary and high schools be required in 
STieh form as may be outlined asi a minimum for each by the State 
Boajfd of Education. 

VII. In view of the wide differences in the kind of prepara- 
tion and experience required for teachers of different vocational 
subjects and the difficulty of securing competent instructors in 
practical as well as theoretical training, such teachers should be sub- 



10 

ject to a separate and distinct system of tests and certification and 
the board of education should be authorized to pass upon the qualifi- 
cations of teachers for vocational schools either by formal certifica- 
tion or as a feature of the work of the school. 

That all teachers of elementary agriculture, domestic science oi- 
industrial work in schools other than those approved by the State 
Board, and securing State aid, shall be required to pass an examina- 
tion in such subjects by the beginning of the school year 1915. 

VIII. That children "between fourteen and sixteen years be re- 
quired to attend school unless regularly employed. That every 
child going to work secure first a certificate from the school au- 
thorities stating that he is of the required age and that he has com- 
pleted the fifth grade or its equivalent. That the certificate be 
kept by his employer, and when he leaves his employ be returned 
by the employer to the official issuing it. 

IX. That when the school authorities have established voca- 
tional courses approved by the State Board for boys and girls from 
fourteen to sixteen and have formally accepted the provisions of 
the act permitting it, they may require every boy and girl from 
fourteen to sixteen who is employed, to return to the day school 
for instruction for at least five hours per week, employers to be 
required to allow time ofi: for such instruction. 

X. That whenever courses in domestic science of practical 
\'alue have been established, the school authorities shall require 
girls to take such courses at some time in the elementary schools 
and no girls under sixteen years of age should be allowed to leave 
the schools who have not had such courses. 

XI. That contracts of apprenticeship shall specify that the 
child shall be given at least five hours per week of instruction in 
the day schools in English, citizenship, physiology and hygiene, use 
of safety devices and such other subjects, as may be approved by 
the State Board of Education. 

XII. Whenever the County Board of Education of any county 
shall determine to establish a county agent for the purpose of ad- 
vancing agriculture, domestic science and industrial work and the 
necessary appropriation has been made by the county council to 
provide for the maintenance of such agent, State aid shall be 
granted equal to one-half the salary of such agent but not to ex- 
ceed $1,000 to any one county so long as the work of the county 
agent is approved by the State Board of Education. Such agent 
to be appointed by Purdue University with the approval of the 
County Board of Education and the State Board of Education. 



11 

The county agent shall cooperate with farmers' institutes, 
farmers' clubs and other agricultural organizations in the county, 
and conduct practical farm demonstrations, boys' and girls' clubs 
and contest work and other movements for the betterment of 
country life, and shall on the request of the county superintendent 
give aid and advice to the superintendent or teachers of the county 
in agricultural instruction. 

XIII. That wherever the schools of a township have been con- 
solidated a full course in agriculture be offered, modified to meet 
tlie vocational needs of the community and a fair-sized demonstra- 
tion farm be operated by the school for practical instruction. 

That where consolidation has not taken place, the township may 
provide demonstration plats in connection with each school or a 
central demonstration farm. The director should be an itinerant 
teacher, giving instruction in all the schools of the township and 
supervising the teaching of agriculture in the grades. 

Two or more to^^^nships should be authorized to combine 
wherever feasible for the establishment of a demonstration farm 
or plats and maintenance of schools or an itinerant teacher. 

XIV. That the Agricultural Extension Department of Purdue 
University be liberally supported to the end that the present practi- 
cal work in agriculture and domestic science be extended and en- 
larged and that facilities be provided for active cooperation with 
the agricultural work to be established in the schools. That In- 
diana University and the State Normal be liberally supported in 
the preparation of teachers of domestic science, industrial or agri- 
cultural subjects, and the investigation of the educational problems 
connected with vocational education. 

XV. That the public libraries should cooperate with the 
schools and the industries in providing sufficient material for ex- 
tension work. Every library should be a center for industrial 
workers, where the literature of their craft should be available in 
convenient form for serious study. Libraries in the rural districts 
should do a like service for agricultural workers. 

XVI. That the State charitable and correctional institutions 
which maintain industrial, domestic science and agricultural in- 
struction be under the supervision of the State Board of Education 
in an advisory way as to such instruction. 

XVII. That facilities be provided for vocational guidance; by 
a survey of the vocational possibilities of the community; by a 
central bureau of information and investigation ; and by concerted 
action by teachers to guide youths to the wise choice of a vocation. 



INDUSTRY AND ITS EDUCATIONAL NEEDS. 



To the most casual observer it is obvious that the conditions of 
industry and the nature of employment are constantly changing. 
With each year come new advances in the mechanic arts. Occupa- 
tions and trades are becoming more and more specialized and the 
division of labor more complete and minute. The machine displaces 
the hand process and more complicated machines displace those of 
a simpler kind. The process of manufacture is divided and sub- 
divided into an ever-increasing series of minute operations. The 
old hand trades are rapidly disappearing in many industries. A 
series of new trades has arisen and there have come to be thousands 
of new occupations which consist in single simple operations. 

To show the extent of this specialization let us take the single 
example of the machinist's trade. Formerly the machinist was an 
all-round man in the shop, capable of handling or of building, for 
that matter, any of the machinery necessary to the shop. He was 
capable of producing a single commodity by performing all the 
operations necessary to its completion from the raw material. 
Under the new shop conditions he may be capable of performing 
only a single operation, and that often a slight one in the whole 
process. Now he is not a machinist in the old sense but, as defined 
ly the International Association of Machinists in 1905 machinists 
may be 1, general hands; 2, erecting hands; 3, floor hands; 4, vise 
hands; 5, assemblers; 6, adjusters and repairers of metal working 
parts of all classes of machinery; 7, men operating all classes of 
lathes; 8, men operating all classes of planers; 9, milling machine 
men; 10, men operating all classes of shapers; 11, men operating 
all classes of slotters; 12, men operating all classes of boring mills; 
13, men operating all classes of gear cutters; 14, tool grinders; 15, 
men operating Jones & Lamson, Gisholt and American turret lathes ; 
16, drill press hands ; 17, screw machine hands ; 18, men operating 
all machines of similar character as heretofore mentioned ; 19, tool 
makers ; 20, die sinkers ; 21, jig workers ; 22, mold makers in glass 
factories or elsewhere ; 23, all men engaged in the manufacture of 
metal model novelties, where skilled hand labor or machines are 
used; 24, all surgical instrument makers; 25, all metal pattern 
makers employed in machine shops. 

(12) 



13 

The use of automatic and semi-automatic machines has rendered 
it possible for partially skilled workers or of Avorkers skilled only 
in a single mechanical process to do the work which was formerly 
done by skilled machinists. 

The breaking up of the trade into many single skilled occupa- 
tions which are largely mechanical has partly broken down the 
clear distinction between the unskilled worker and the skilled 
worker. 

The carpentry trade and the trade of cabinetmaker have like- 
wise been separated into many separate and distinct trades. The 
house carpenters are largely engaged in fitting together the product 
of the planing mill and shop. When he does build parts it is 
limited to single kinds. Thus a house carpenter unless he has been 
broadly trained cannot make doors, sashes, frames, blinds, etc., 
with equal facility. He works usually on one kind. The cabinet- 
maker likewise works on single parts. One makes a table top, an- 
other the legs, another a wardrobe, chiffonier, etc. Practically the 
only carpenters who are all-round skilled workers are the ones who 
make repairs. Such workers must confront every phase of their 
craft. In nearly every line of work the introduction of machinery'' 
has reduced the proportion of skilled men. 

The furniture industry for example, according to the U. S. In- 
dustrial Commission, employs only about five skilled men out of 
seventy-five. The rest are simply feeders. 

These are merely examples of the subdivisions of industrj'- 
which may be found in a pronounced degree in many industries. 

A few hand trades on the other hand still require all-round 
skiUed workers. Such trades as building, plumbing, stone-cutting, 
masonry, etc., where the work has not been specialized to any great 
extent by the introduction of machinery, still have a high grade of 
all-round skill. 

One of the results of this specialization and disintegration of 
trades has been the cheapening of certain products. The division 
of labor has made it possible to manufacture at a less cost, and 
consequently there has been an enlarged use of the product. This 
has been accom^panied, however, by two distinct losses. The general 
level of skill has been lowered by over-specialization and the high 
grade of skilled hand products has been sacrificed. There is a 
danger that this may permanently sacrifice the Nation's products 
to mediocrity. We may be able to capture the markets of the 
world for cheap machine-made products, but if that is done at 
the sacrifice of the higher skill of our workers and the finer products 



14 ; , •: ^- . ■ ■ - 

of industry, we are the losers in national efficiency and, in the long 
run, in dollars and cents. 

We are by thisi over-specialization on machine made goods, 
putting less of labor value into goods than our competitors with 
their better trained skilled workers. We export largely, but our 
exports are mostly raw or half -worked materials. As a bulletin of 
the National Manufacturers Association puts it : 

"We have been exporting annually $100,000,000 worth of cop- 
per in pig and bars rather than $20,000,000 worth of copper worked 
up into dynamos and fine hardware to be exported at $150,000,000 
after the European fashion. We have shipped steel billets rather 
than linotype machines. We export cotton at fourteen cents a 
pound with scarcely any labor in it; we buy it back from the thirfty 
Smss in fine handkerchiefs at forty dollars a pound, all labor. We 
have gone about as far as we can in exporting crude materials to 
be made into finished products by the better educated laborers of 
competing countries." 

It is conservatively estimated that Germany puts fonr times as 
much labor value into her manufactured products as the United 
States. This is the direct result of the industrial training of the 
workers of Germany. For the country as a whole, if the amount 
of labor value were equal to that of Germany, we would be pro- 
ducing from the raw material not twenty billion but eighty bil- 
lion dollars worth of manufactured products. 

The extent and character of the manufacturing business in In- 
diana is shown by the last federal census. In 1909 there were 
7,969 establishments employing 186,984 wage-earners; 23,605 sal- 
aried employes and having 7,674 proprietors or firm members. 
These industries represent 91 different kinds of manufacture 
grouped according to products. The investment represented $508,- 
717,000 capital, the salaries paid amounted to $26,305,000, and 
wages, $95,510,000. 

The total output of all manufacturing industries was in 1909, 
$579,075,000, of which $334,375,000 was represented by material 
used in manufacture and $244,700,000 added by manufacture or 
labor value. 

The second group of skilled trades and oceupatiohs t(> be con- 
sidered are the hand trades, including pliimbera, gasfitters, steam- 
fitters, tailors, engiiieers, masons, etc., whose work is not highly 
specialized and in which machinery has not been substituted and 
in the nature of the case cannot be substituted for their labor. 



15 

These are found both within and without the manufacturing 
establishments. Large numbers of them are all-round workmen 
who are trained in the mysteriesi of the trade and are able to handle 
any part of it. With this class of trade workers the apprenticeship 
system offers good opportunities for education when coupled with 
systematic training in the theory and the related subjects connected 
with the trade. 

There are many other wage-earning occupations more or less 
skilled in which thousands of our people are employed and which 
offer opportunities for training for general and special efficiency. 
The railroads and other public utilities, with their thousands of em- 
ployes, offer an opportunity for supplementary training. The de- 
partment stores and other like establishments where girls are em- 
ployed offer an opportunity for training both for the work of the 
store and for the duties of home making. 

These are suggestive of the possible scope of industrial educa- 
tion in Indiana. No occupation should be ignored in the effort to 
give universal education. 

The Commission has been unable to make a study of the peculiar 
needs, educationally, of each class of trades, manufacturing in- 
dustries and other wage-earning occupations. Such a study should 
be made by each locality with reference to the extension of its 
school facilities. An intensive study of the wage-earning occupa- 
tions by the school authorities will show the possibilities of train- 
ing in each and also the possibility of grouping similar kinds of 
work in different industries. 

A study has been made by the National Educational Associa- 
tion, and their report on the place of industries in public education 
gives a general statement of some of the possibilities for the schools. 

The following is from their report : 

A. Industries based on wood and woodworking tools : Carpenters, 
cabinetmakers, coopers, sawmill workers, etc. 
The bench work of the upper grades of the elementary school 
offers suggestions as to concrete work. Drawing, physics, study of 
woods, the crafts studies, some phases of economic history, prin- 
ciples of forestry, etc., for supplementary studies. Some forms of 
woodworking are localized, like furniture making (which the new 
school in Rochester recognizes) ; but each large city requires a con- 
stant supply of carpenters. Trade schools for carpentry already 
exist (Baron de Hirsch, New York; Williamson school, Phila- 
delphia, etc.). An important part of such a course would be the 



16 

analysis and operation of such woodworking machinery which in- 
volves the main principles of machine action. This field of inter- 
mediate work offers peculiar facilities for producing usable and 
even salable products; in certain industrial centers the part-time 
system might be developed, especially in connection with furniture 
making. 

B. Industries involving primarily work with iron and steel: 

Blacksmiths, iron and steel workers (in mills), machinists, 
plumbers and gasfitters, etc. 
Here trade-school work and the shopwork of technical high 
schools offer suggestions. Much of this work leads to well-defined 
trades. The intermediate school might confine itself to preparing 
for successful apprenticeship. Drawing, certain phases of applied 
chemistry, applied physics, analysis of machine tools, study of the 
contemporary aspects of the production and consumption of iron 
and steel — all these offer rich opportunities for development of 
supplemental courses. Perhaps this field does not offer abundant op- 
portunities for productive, i. e., usable or salable work ; but its possi- 
bilities have not been fully tried. 

C. Bookbinding and pasting trades: Bookbinders (men and 

women) boxmakers and, possibly, some of papermakers. 
This is a limited and usually localized group of industries. 
Preparatory vocational work would necessitate specialized practice, 
and specialized teclinical work. A good field for making of com- 
plete products. Some experience in this field has been had under 
manual-training conditions. The work is well adapted to girls. 

D. Printers' trades: 

These offer peculiar opportunities for preparatory vocational 
training. Successful examples found in reform schools, and in the 
volunteer work of some public schools. Technical studies and gen- 
eral vocational studies could easily be evolved, as the field is rich 
in material. Largely localized. 

E. Industries involving leather and leather- working tools: Boot 

and shoe makers, harness and saddlery, tanners, trunks, etc. 

A great variety of trades rests on these materials, many of which 

are localized. Unskilled labor is said to play a considerable part, 

but one aim of industrial or vocational education here discussed is 

to give the laborer in fields not requiring skill some appreciation 



17 

of social significance of his work, and capacity for change from 
one minute division to another. Obviously opportunities for con- 
crete expression here are abundant ; and usable and salable products 
might, within certain limits be produced. Technical work would 
involve special aspects of chemistry, physics, experimentation witli 
materials, and possibly drawing. Mathematics might or might not 
figure. Analysis of machines, certainly a large part. Schools of 
this kind exist in England, but on advanced or technical scale. 
General vocational work could easily be devised. 

F. Textile work on factory scale : Cotton mills, hosiery mills, silk 

mills, woolen mills, etc. 
A great variety of trades, in which it may prove difficult to find 
basal courses, since the statistics include under these mill-workers, 
dyers, spinners, etc., who work with quite different materials. The 
problem here is complicated by doubt as to whether the mill itself 
is not, in many cases, the only school that can give operative skill. 
The Public Industrial School at Columbus, Georgia, is giving work 
in this field, but for foremen rather than rank and file. It is evi- 
dent that if it should prove worth while, it is not impossible to pro- 
vide the concrete work here, beginning even mth hand processes, as 
in woodwork. Technical work could involve analysis of machinery, 
study of textiles, possibly some physics, drawing, mathematics, and 
chemistry doubtful except for specialized workers. General voca- 
tional studies — of markets, sources of supply of raw materials, 
economics of consumption, etc., easy to develop. 

G. Clothing trades: Dressmakers, millinery, seamstressesi, tailors 

and tailoresses and shirts, collars, etc. 
In this field we have much experience to draw upon, notably 
that of the Manhattan Trade School for Girls and tlie Boston Trade 
School for Girls. Opportunities for concrete work of a satisfactory 
type (usable, even salable) abundant. Related technical work in 
art, drawing, analysis of tools and machines, and possibly in the 
properties of the peculiar materials employed fairly numerous. 
Some mathematics of a practical nature can be developed. A rich 
field for general vocational studies like economics of consumption, 
the history of textiles and their uses, geography of markets and 
sources of supply, social conditions of workers, etc. 

H. Engineers and firemen: 

The evening schools and the new school at New Bedford seem 
to offer suggestions as to practical courses for the type of boy here 

2—30243 



18 

under consideration. Concrete work could be found in machine 
work and ensrine running', technical work in mechanics, heat, en- 
gine, machine construction, drawing, etc. Many sources of gen- 
eral vocational work. 

The following groups are important in numbers of wage-earners 
and value of product but represent less evident possibilities of ap- 
proach for the intermediate industrial school. 

I. Industries involving primarily work with stone: Masons, 
roofers and slaters, marble and stonecutters, plasterers. 
In the formation of intermediate school work in this group of 
industries, we have little experience tO' fall back upon. Apprentice- 
ship stiU survives here in considerable measure. Some of the con- 
crete work would be similar to that found in iron and steel; 
theoretically it would appear easy to provide other forms of con- 
crete work with building stones, marble, etc. The technical studies^ 
would involve modified forms of drawing, art, mechanics and mathe- 
matics; and general vocational studies based on specialized phases 
of geography, geology, history, economics would be easily supplied 
if the school of this type were called into^ existence. Many of these 
industries being localized, the establishment of such schools would 
be a simple proposition. 

J. The clay and glass industries, where furnace heat is also a 
factor: Brick and tile makers, glass- workers, potters. 
These industries are usually much localized. Some of them now 
employ child labor extensively, suggesting the possibilities of some 
"half-time" connections. They require, in so far as they utilize 
skilled labor, specialized forms of art instruction, and, as further 
technical studies, could develop a specialized chemistry and physics. 
Schools in these callings are yet rare, except on remote artistic 
levels. 

K. Industries concerned with paint, paper, plaster, etc. : Painters 
glaziers, varnishers, paperhangers. 
A variety of trades having apparently a large common basis. 
Concrete work should be easy to provide, "as suggested by trade 
schools now in existence. Drawing, mathematics, science, etc., of 
a specialized kind. Largely localized so that each large city could 
afford to maintain such a school, if it appears that apprenticeship 
is ineffective. 



19 

L. Food making' or preparing industries, but not household arts : 
Butchers, bakers, confectioners and miscellaneous food- 
preparers on factory scale. 
A field in which little is done in America in prepartory indus- 
tT*ial training, but iiumerousi examples in Geitoany. It would ap- 
peal* that opportunities for colici'ete wori? should be abundant and 
fi field of teclinical work iii biology, chemistry, physics, quite un- 
limited. Possibly one of the few industrial fields not requiring- 
nrt or drawing as a vocational study. Abundant general studies 
from the economics of consumption. Much of the theoretic material 
could be derived from best schools in household arts. Since con- 
fectionery making, for example, is now a juvenile industry, half- 
time cooperation might be feasible. 

M. Workers with tobacco : Tliis is largely an unexplored, but 
socially important, field of production. 

N. Miners and quarrymen : 

This is an immense and important field of industry. It may 
offer good oppqrtunities for preliminary training but it has so far 
received little consideration. Possibly half-time work might suffice 
to give part of the concrete work. A certain amount of concrete 
work with wood and steel would be of some service. Opportunities 
for technical work in science and mathematics abundant, and also 
probably in analysis of machines, studies of gas, explosives ^ etc. 

Other divisions might be made. For example, metal-working on 
a small scale or with materials other than iron and steel, furnishes 
certain fairly localized trades, for which special preparation might 
be necessary. Schools for jewelers and watchmakers may furnish 
some hints, as also evening classes for tin and sheet metal work. 
This work is being taken increasingly by girls. Let it be repeated 
that the above classification is merely tentative, with a view to find- 
ing a few simple groups of callings for each of which suitable basal 
preparation could be given. 

I METHODS OF TRAINING. 

There are three systems of organized training for the industries 
in use. First, the apprenticeship system ; second, trade schools ; 
third, industrial schools. 

Apprenticeship. — The apprenticeship system flourished in the 
days when the hand trades were the principal industrial pursuits. 
Under it the boy was indentured in a given trade for a certain time 



r -— 20 

with the understanding' that he was to be taught the "Art and 
Mystery" of the trade by the master. 

In the hand trades this is a successful method of education in 
the practical side of the trade. When safeguarded, as it has been 
in most States by laws which prevent the exploitation of appren- 
tices as cheap labor, and require an educational return, it provides 
a well rounded training. Laws have been enacted in most of the 
States, requiring that certain educational opportunities be given 
to the apprentice. In Indiana by the apprenticeship laW' passed 
in 1852, the master is bound by the agreement to cause the appren- 
tice to be taught reading, writing and the rules of arithmetic to 
the double rule of three inclusive if practicable. This should, 
of course, be modified to meet the present needs. 

Nearly all investigators and writers conclude that the ap- 
prenticeship system is dead as a modern means of trade education. 
To be sure it exists in some factories and a new and effective form 
<Df apprenticeship combined with industrial and trade schools, such 
as that in the General Electric Company, Lynn, Mass., the Inter- 
national Harvester Company, Chicago, and the New York Central 
Lines, give promise of the revival of the system in an effective 
£o¥m. 

The apprenticeship system began to decline when the industrial 
revolution substituted machinery for hand labor. The need of ap- 
prentices has not been felt in such powerful degree as it had been 
previously, but the complicated developments in machinery have 
brought to the front the pressing need of skilled labor for super- 
vising in all branches of labor and of the necessity of providing 
industrial education to supply it. Not merely does the need for' 
skilled labor demand industrial education, but the condition of the 
^nutomatic workers renders it desirable that a way out be provided 
for them to the skilled and specialized trades. 

Of the apprenticeship system Carroll D. Wright said : ' ' The 
advocates of industrial education do not fully appreciate the ad- 
vantage to be gained through some adherence to or the perpetua- 
tion of the virtues of the old system. This old system, as intimiated, 
has largely become obsolete. Its essence remains, but it is un- 
warrantable to argue that the apprenticeship system answers the 
whole demand for industrial education. It does not, but it may do 
so to a large degree. It is also thought needless to argue that the 
industrial schools furnish everything in the Way of vocational 
equipment that can be gained by a thorough apprenticeship system . 
What is needed in regard to this system i§ some coot^dinatioh thai 



21 

shall secure nearly all that can be gained from the apprenticeship 
system and much that can be gained from modern schools for trade 
and industrial education generally. 

"Herein lies the problem, for it is generally conceded by edu- 
cators who are interested in industrial education that the industrial 
school per se does not and cannot result in turning out a full- 
Hedged, skilled mechanic ready to take up his trade. It is also 
recognized that the apprenticeship system on the whole, especially 
as it was conducted formerly, possesses many features that are 
unjust and uneconomic, and some features that may be called un- 
moral. That is, the ethical side of the apprenticeship system of 
the olden times is not a satisfactory one. Under it the apprentice 
found that he was doing quite as good work after a while as the 
journeyman ahead of him, but must be tied to an apprentice's 
wages a term of years. This was an unmoral situation in itself and 
helped to demoralize the apprentice. He became, when he grad- 
uated, a man who would slight his work because he had been un- 
justly treated economically. At least this was the case in many 
instances, axid this tended to make a bad workman as well as a man 
given to loafing. 

' ' Now the modern idea is to perfect him in the theory and, to t* 
large extent, the practice of his trade in the shortest possible time 
commensurate with efficiency and adequate skill. If he could serve 
as an apprentice for such time as might be absolutely required to 
perfect himself as a journeyman, and at the same time acquire the 
rudiments of an education, that system might be applauded. 

"The apprenticeship system pure and simple would not teach 
tlie apprentices, as would the industrial school properly equipped, 
all the science and art of the trade in which they were enlisted. 
In order to become a thoroughly skilled mechanic a young man 
ought to understand not only the science and mathematics of his 
v^'ork, but something of the art itself. This knowledge of the art 
he would gain as an apprentice in one of our great modern manu- 
facturing establishments, so that he would secure from his appren- 
ticeship system and from the industrial school, or from the two 
combined, the very best possible equipment that would lead to the 
greatest efficiency. This is the need of the day and the work that 
is progressing." 

Trade School. — The trade school is a school to provide instruc- 
tion in the mysteries and technique of special trades. In this 
country such schools exist both as privately endowed and con- 



^2 

ducted schools and as public institutions. No less than seventy- 
five separate special trades are being taught in different private 
and public schools. 

These schools supplement the trade instruction with the rudi- 
ments of an education. They are usually equipped with all the 
machinery and appliances necessary for the practical work of 
the students. The instruction supplements the practice work and 
gives the theory upon which the work of the trade is based. 

These schools are intended to be practical in that they are pre- 
paring for an actual occupation. They are finishing schools in 
the same sense that schools of medicine, law, dentistry, etc., are 
finishing schools for those professions. They devote considerable 
attention to the development of skill and speed and to giving 
shop experience in methods of production. They teach a pupil 
how to do a certain kind of work by having him do it and they 
teach him how to plan, estimate and independently execute a 
project. They are expected, therefore, to make independent 
workers capable of doing the thinking part as well as the actual 
work. 

The aim of these schools is to turn out workers capable of be- 
coming reasonably proficient in vocation after a short experience 
in the actual work of the trade when he leaves school. 

Since the trade school prepares for a specific vocation it is 
necessary that the pupils be of an age when a vocation may be 
selected and that they be old enough to profit by the instruction. 
The usual age is sixteen which enables a pupil to be prepared by 
the time he is twenty, for entrance on a life work. 

Industrial Schools. — Industrial schools differ from trade 
schools in that they do not teach a specific trade but rather the 
fundamentals of several trades, thus laying the foundation upon 
which the future education of the pupil rests whether he goes 
into the trade school or is apprenticed to a trade or whether he 
actually goes to work in the shop. 

These schools recognize that most boys at the age of fourteen 
or even sixteen years are not in a position to choose wisely a 
specific vocation and that they need a broad industrial founda- 
tion upon which they may later determine on a specific trade. 
Industrial schools do, nevertheless, give much actual trade in- 
struction. It is hard to draw an exact line between the trade 
school and the industrial school, but the difference is evident when 
the ends of the two schools are kept in mind. 



23 

The industrial school is primarily a general training school, 
the trade school is a specific training school. The former is to 
trade education about what academic education is to the profes- 
sional school. It gives the fundamental knowledge upon which 
the trade school work is based. It serves to bridge over a danger- 
ous gap in the school life of the boy who at fourteen finds nothing 
to interest him in the academic coursies and leaves the school for 
poorly paid, unpromising work. 

Fourteen is the usual age for compulsory attendance for those 
who are at work. Boys and girls who stop school at that age are 
in an unfortunate position. They are not old enough to take up 
a trade nor to enter a trade school. If they do not find interest in 
the school and see promise for themselves they drift out to join 
the army of nonskiUed workers who live from hand to mouth in 
jobs which have no future outlook. The boy is often lured by the 
wage which, to him seems large, without foreseeing that he will 
find, when he becomes a man with a man's responsibilities and 
needs, that he is holding a boy's position with a boy's wage and 
no preparation for anything better. The Massachusetts Commis- 
sion on Industrial Education in 1905 made a careful investiga- 
tion of the vocational needs of the children from fourteen to six- 
teen. They found that fully 25,000 in the State were in the 
position above described. They had left school and had gone to 
work in all sorts of unskilled, unpromising employments. They 
had gone into ''blind alley jobs" with little prospect for the 
most of them ever to get on the open thoroughfare of progress 
because there is no adequate means for their entering upon well 
organized and fairly skilled trades. 

Here is where elementary industrial training finds its fruitful 
field in awakening the vocational interests of the pupils, keeping 
them longer in the schools until they are prepared for promising 
work ; and leading them to a right choice according to their voca- 
tional aptitudes and desires. 

The industrial school should be carefully differentiated from 
manual training as usually carried on. The controlling purpose 
of the industrial school is vocational while that of manual train- 
ing is academic. Manual training is treated as a part of cultural 
education and is so organized, as a part of the academic courses. 
Industrial education is planned to meet the educational needs of 
those who are of a certain age and who are able to profit by the 
instruction, without regard to their academic standing. 



24 

TRADE TRAINING IN INDIANA. 

Industrial and trade schools are almost wh-oUy unknown in 
Indiana. There is nothing at present which can be called trade 
training in the public schools, except a part of the work of the 
Technical Institute in Indianapolis. The New York Central Lines 
school at Elkhart where apprentices are trained, and work by a 
few manufacturers constitute the sum total of trade training out- 
side of the reformatory and other correctional institutions. 

Industrial work in the schools is chiefly manual training, 
which in no way satisfies the requirements for industrial educa- 
tion. The Y. M. C. A. evening schools and the evening schools of 
three or four cities offer the only supplementary training. In- 
dustrial work in the grades such as that conducted at Gary and 
in some of the schools of Indianapolis, particularly School 52 in 
Haughville, is properly industrial but is not distinctly vocational, 
the object being to develop industrial intelligence as a foundation 
for industrial schools, trade schools or the shop. 

There is very little distinctly vocational work in evening 
schools and none at all in an organized way of part time in- 
struction. 

In Indiana there still remains some of the old apprenticeship 
system, but it is wholly inadequate to meet the needs of industry. 
In many industries it is wholly abandoned and there is no op- 
portunity for workers to become all round men. This renders 
the task of securing foremen a difficult one and also of supervis- 
ing the unskilled workers. It is highely desirable that foremen 
come up from the ranks rather than down from the technical college, 
but little opportunity is given to develop that all-round industrial 
knowledge which would enable them to grasp the relation of all 
of the work of the shop. 



AGRICULTURE AND ITS EDUCATIONAL NEEDS. 



Indiana ranks high in the value of agricultural lands and 
products. The State had in 1910, 23,068,800 acres of land of 
which 21,299,823 acres were in farms. The amount of improved 
land in these farms was 16,931,252 acres. The farm land was 
divided into 215,485 farms having an average acreage of 98.6 
acres. 

The State has passed out of the class of States which are in- 
creasing their agricultural area, having less land in farm land in 
1910 than in 1900 by 319,800 acres. So, too, in population, the 
rural population decreased 5.1 per cent, in the last ten years while 
the city population increased 30.5 per cent. 

From the point of view of values, however, the increase is 
amazing. The total value of farm property was in 1910, $1,809,- 
135,238. In 1900 it was $978,616,471, an increase for 1910 of 
$830,5'18',767 or 84.9 per cent. Of this increase in value the larger 
part comes from increase in the value of the land. In 1910 the 
land alone was worth $1,328,196,545 as against $687,633,460 in 
1900, an increase of $640,563,085 or 93.2 per cent., the re- 
maining increase being on buildings $111,977,171 ; implements and 
machinery $13,669,171 ; and domestic animals, poultry and bees 
$64,309,340. 

The average value of land per acre was in 1910, $62.36 as 
against $31.81 in 190O, an increase of 96 per cent, in ten years. 

The number of farms operated in 1910 was 215,485, of which 
150,798 were operated by owners and 64,687 by tenants. 

Nearly half of the farms of Indiana hire labor, and the 
average amount expended by each farmer annually was $170. 

During the ten year period from 1900 to 1910 the expense in- 
curred for labor increased 82.6 per cent. During the same time 
other farm expenses increased, making a total expenditure for 
labor, feed and fertilizer of $26,765,675. 

The most significant figures for our inquiry concern produc- 
tion. All improvements in agriculture are concerned with getting 
more produce from a given amount of land. 

The figures following show how Indiana compares in produc- 
tion with the country as a whole. 

(25) 



26 



The ten year average yield per acre of the principal farm 
crops from 1900 to 1909 for the United States was as follows : 

Corn 25.8 bushels 

Winter wheat 14 . 3 bushels 

Oats 29.5 bushels 

Barley 25.7 bushels 

Potatoes 91.4 bushels 

Hay 1 .44 tons 

For the State of Indiana: 

Com 34.7 bushels 

Winter wheat 14 .2 bushels 

Oats 29.0 bushels 

Barley 25 . 4 bushels 

Potatoes 79. bushels 

Hay 1.36 tons 



The average yield of crops per acre for ten year periods since 
1870 was: 

INDIANA. 



Corn . . . 
Wheat . 
Oats ... 
Barley . 
Rye .... 
Potatoes 

Hay .... 



Corn . . . 
Wheat .. 
Oats . . . . 
Barley . 
Rye .... 
Potatoes 

Hay .... 



1870-79, 


1880-89, 


1890-99, 


1900-09, 


Bushels. 


Bushels. 


Bushels. 


Bushf Is. 


32.6 


28.9 


31.3 


34.7 


13 


13.1 


13.3 


14.2 


26.1 


27.2 


27.3 


29 


22.5 


22.3 


21.1 


25.4 


14.2 


11.5 


14.1 


15.2 


70 


68 


62 


84 


Tons. 


Tons. 


Tons. 


Tons. 


1.25 


1.28 


1.24 


1.36 


UNITED 


STATES. 






1870-79, 


1880-89, 


1890-99, 


1900-09, 


Bushels. 


Bushels. 


Bushels. 


Bushels. 


27.1 


24.1 


24.1 


25.8 


12.3 


12 


13.2 


14.1 


28.4 


26.5 


26.2 


29.5 


22.2 


22 


23.4 


25.7 


14.1 


12 


14 


16 


87.9 


76.5 


76.4 


91.4 


Tons. 


Tons. 


Tons. 


Tons. 


1.23 


1.20 


1.28 


1.44 



It will be seen from these figures that in every case except 
com the average yield per acre in Indiana is lower, or not ma- 
terially higher, than for the United States as a whole. 



27 

The average yield of corn was 8.9 biisiii 1^, higher than for the 
country as a whole. Purdue University, through its experimental 
and demonstration work, the work of corn trains, clubs, contests, 
etc., accounts largely for the higher yield of corn. 

But even in the case of corn the yield in Indiana compares un- 
favorably with certain other States. Thus the average yield of 
corn in Massachusetts for 1900-1909 was 36.1 bushels ; in Con- 
necticut 36.8 bushels: Maine 35.4 bushels, and Vermont 34.5 
bushels. 

The production of leading crops in foreign countries com- 
pared with that of the United States is as follows : 

Average Yield of Wheat in Countries Named, Bushels per Acre, 1900-1909: 

United Russia, Ger- Hungary United 

Year. States. European, many. Austria. Proper. France. Kingdom. 

(a) (a) (a.) (a) (b) (b) 

1900 12.3 8.3 27.9 15.5 17.3 19.2 29.5 

1901 15.0 8.1 23.5 16.7 15.1 18.5 31.9 

1902 14.5 11.1 30.3 19.0 20.7 20.2 33.9 

1903 12.9 10.6 29.2 17.8 19.0 22.8 31.1 

1904 12.5 11.5 29.5 19.5 16.3 18.5 27.8 

1905 14.5 10.0 28.5 19.6 18.7 20.9 33.9 

1906 15.5 7.7 30.3 20.3 22.5 20.2 34.8 

1907 14.0 8.0 29.6 18.0 14.9 23.2 35.1 

1908 14.0 8.8 29.7 21.0 17.5 19.6 33.4 

1909 15.8 12.5 30.5 19.9 14.1 21.9 35.0 

Average — — 

(1900-1909) 14.1 9.7 28.9 18.0 17.5 20.5 33.1 

(a) Bushels of 60 pounds, (b) Winchester bushels. 
Average Yield of Oats in Countries Named, Bushels per Acre, 1900-1909: 

United Russia, Ger- Hungary United 

Year. States. European, many. Austria. Proper. France. Kingdom, 

(a) (a) (a) (a) (b) (b) 

1900 29.6 20.0 48.0 25.2 28.9 25.7 43.5 

1901 25.8 14.4 44.6 25.6 27.2 23.5 42.9 

1902 34.5 21.8 50.1 27.7 33.2 29.2 48.3 

1903 28.4 17.7 51.2 28.3 34.5 31.6 44.2 

1904 32.1 25.7 46.2 24.3 25.6 27.2 44.2 

1905 34.0 20.2 43.6 27.7 31.0 28.6 41.7 

1906 31.2 15.1 55.7 34.1 34.2 27.0 43.8 

1907 23.7 19.7 58.3 35.7 30.0 31.8 45.1 

1908 25.0 20.1 50.2 32.0 26.8 29.6 43.5 

1909 30.3 25.7 59.0 37.6 33.8 34.1 45.9 

Average 

(1900-1909) 29.8 20.0 50.7 29.8 30.7 31.6 44.3 

(a) Bushels of 32 pounds, (b) Winchester bushels. 



28 

Average Yield of Barley in Countries Named. Bushels per Acre, 1900-1909: 

United Russia, Ger- Hungary United 

Year. States. European, many. Austria. Proper. France. Kingdom. 

(a) (a) (a) (a) (b) ^b) 

1900 20.4 11.5 33.4 20.2 23.1 21.8 32.7 

1901 25.6 11.2 33.2 22.4 20.0 21.1 32.7 

1902 29.0 15.6 35.0 24.6 24.7 24.5 37.0 

1903 26.4 15.5 36.3 24.8 25.1 25.2 33.4 

1904 27.2 14.4 33.7 22.8 19.7 22.0 32.3 

1905 26.8 14.3 33.3 24.0 24.5 23.4 35.9 

1906 28.3 13.0 35.2 26.1 26.8 20.8 36.1 

1907 - 23.8 14.2 38.2 27.3 23.1 24.4 36.8 

1908 ........ 25.1 14.2 34.9 25.2 21.3 22.6 34.9 

1909 24.3 17.9 39.5 28.2 25.1 26.2 38.9 

(1900-1909) 25.8 14.3 35.3 26.3 28.4 23.6 35.0 

(a) Bushels of 48 pounds, (b) Winchester bushels. 

Average Yield of Rye in Countries Named, Bushels per Acre, 1900-1909: 

United Russia, Ger- Hungary United 

Year. States. European, many. Austria. Proper. France. Kingdom. 

(a) (a) (a) (a) (b) (b) 

1900 15.1 12.7 22.9 13.0 15.8 16.9 25.7 

1901 15.3 10.3 22.4 16.9 15.8 16.7 27.3 

1902 17.0 12.5 24.6 18.2 19.1 14.3 28.1 

1903 15.4 12.2 26.2 18.2 18.6 18.1 26.9 

1904 15.2 13.7 26.3 19.3 17.0 16.6 26.0 

1905 16.5 10.1 24.9 20.2 19.4 18.5 27.0 

1906 16.7 8.8 25.1 19.9 19.8 16.3 27.6 

1907 16.4 10.8 25.8 18.9 16.0 18.2 27.0 

1908 16.4 11.0 28.0 22.0 17.5 16.8 29.2 

1909 16.1 12.6 28.8 22.3 17.8 18.1 30.8 

Average 

(1900-1909) 16.0 11.5 25.6 19.0 17.6 17.1 27.5 

(a) Bushels of 56 pounds, (b) Winchester bushels. 
Average Yield of Potatoes in Countries Named, Bushels per Acrt, 1900-1909: 

United Russii, Ger- Hungary United 

Year. States. European, many. Austria. Proper. France. Kingdom. 

(a) (a) (a) (a) (b) (b) 

1900 80.8 104.7 187.5 149.0 131.6 126.0 140.7 

1901 65.5 92.2 218.1 155.8 126.8 115.6 216.9 

1902 96.0 107.5 199.4 152.4 113.3 114.1 183.7 

1903 84.7 91.1 197.0 126.2 125.0 120.2 166.1 

1904 110.4 88.4 164.2 126.1 86.2 123.4 195.6 

1905 87.0 106.6 216.7 182.5 126.8 142.5 218.8 

1906 102.2 94.9 193.3 158.4 128.7 99.5 192.2 

1907 95.4 102.4 205.3 173.2 126.6 107.7 171.0 

1908 85.7 102.9 209.2 154.0 96.6 163.7 231.1 

1909 94.4 111.5 208.9 157.3 125.2 160.3 222.1 

Average 

(1900-1909) 92.0 99.9 200.0 151.1 118.7 133.8 193.8 

(a) Bushels of 60 pounds, (b) Winchester bushels. 



2^ 

The problem which immediately confroiits the people of the 
United States is how to provide a living for the rapidly increas- 
ing population. In twenty years we shall have upwards of 
130,000,000 people. At the present rate of production we shall 
not be able soon to produce enough food stuffs to supply our own 
needs. There is no more free land. The future must wring its 
living from a soil greatly impoverished by the process of mining 
which has been robbing it of its fertility. 

Conditions in this country have radically changed and the 
new conditions must be met. We no longer have a free domain 
for settlers. The rush of farmers to the West has been stayed by 
the approaching exhaustion of the available lands. The tide has 
turned back to the lands of the East which, as has been shown,, 
are increasing rapidly in value. In the meantime the increase of 
city population has made the food supply a pressing problem.. 
With 46.3 per cent, of the. entire population living apart from the 
soil and yet depending upon it, and the relative number of tillers 
of the soil decreasing, and with a decrease in the average yield 
per acre recorded in many States, it is not hard to see why the 
cost of living increases. 

These are facts of very great significance. Indeed, it may be 
questioned whether any other set of facts in the world today are 
of equal social and industrial importance. Population has spread 
over the country. The cheap lands are gone and there is no other 
equal area on the globe comparable in productiveness, remaining 
to be exploited. Farm values have doubled and yet the product- 
iveness of the soil remains practically stationary. We can not look 
upon the relatively diminishing supplies with other than apprehen- 
sion. 

Commenting upon this situation, a bulletin of the National 
City Bank of New York recently said : " In all of the arts of man- 
ufacture and in facilities for transportation we make constant 
progress, and the benefits of that progress are quickly shared by 
all. But it is unmistakably true that in recent years a consid- 
erable share of the natural gains of industrial progress have been 
offset by higher costs for food, clothing and raw materials. A 
part of the higher prices goes to the fortunate possessors of land, 
timber and other natural resources, but a part is expended in 
the greater effort necessary to produce the commodities in the 
greater amounts required. 

"There is only one possible source of relief from this threaten- 
ing situation, and that is by raising the productiveness of our 



30 

lands through more intelligent and scientific culture. There is 
no known limit to the possibilities of nature, and our average 
production is far below the results of the best practice. The 
average yield of corn per acre in this country has never reached 
30 bushels but once, and that was in 1872. The important ques- 
tion is, if we have gained nothing in the cultivation of corn in the 
last forty years, how fast will it be possible to revolutionize 
farming methods in the future?" 

The problem is simple to state. More products must be raised 
on each acre of land. The interests of society and of the farmer 
himself demand it. 

Concretely the problem to the farmer is this : Land has prac- 
tically doubled in value in 10 years. When land that is worth 
$100 per acre produces 29 bushels of corn per acre, and the corn 
is worth 60 cents;, the return per acre is only $17.40 of which $6 
approximately goes to pay interest on the cost of the land. Now 
suppose the value of the land is doubled, making an interest charge 
of $12 per acre. The sam;e production at the same price as before 
would leave a deficit. Either the^-price or the production must be 
doubled or both must be increased proportionately. What has 
happened in the last few A^ears has been the increase in price of 
the product with no appreciable increase of production except in 
a few States. This result continued indefinitely would mean na- 
tional starvation. 

The conclusion from, these statements of conditions is as 
plain as day. We must raise more per acre of every product. 
All the agencies of progress working along this line can hardly 
increase the yield fast enough to supply the demands which an 
ever increasing city population make. 

That the increase in production can be brought about is 
proven in this State with its staple product, corn. The average 
yield per acre is 34.7 against 25.8 bushels for the country as a 
whole. Improved methods and educational activity have brought 
this about. The same activity and education applied to all farm- 
ing products would, we believe, bring the average production to 
the same relative position with the rest of the country. 

James J. Hill, speaking of the problem, said: "We can not 
feed our future population with our present methods. We must 
improve, and years of scientific investigation and practical ex- 
perience have demonstrated how it may be done. 

"There is scarcely a limit, at least none has yet been reached 



31 

by the most intensive cultivation, to the value which an acre of 
ground may be made to produce. Right methods of farming, 
without which no agricultural country such as this is can hope to 
remain prosperous, or even to escape eventual poverty, are not 
complicated and are within reach of the modest means. They 
include a study of soils and seeds, so as to adapt the one to 
the other ; a diversification of industry, including the cultivation 
of different crops and the raising of live stock; a careful rota- 
tion of crops, so that the land will not be worn out by successive 
years of single cropping ; intelligent fertilizing, by this system of 
rotation, by cultivating leguminous plants and, above all, by the 
economy and use of every particle of fertilizing material from 
stock, bams and yards ; a careful selection of grain used for seed ; 
and, first of all perhaps in importance, the substitution of the 
small farm, throughly tilled, for the large farm, with its weeds, 
its neglected comers, its abused soil and its thin product. This 
will make room for the new population whose added product 
will help restore our place as an exporter of foodstuffs. The fruit 
farmer, the truck farmer, every cultivator of the soil who has 
specialized his work, has learned the value of these simple prin- 
ciples. 

''The problem is, how to impress it upon the thirty million or 
more persons who live on the land and till it. ' ' 

But there is a side to the question other than that of production. 
We produce in order that the well-being of society may advance. 
The end of it all is to provide better social and economic condi- 
tions. Dr. Liberty Hyde Bailey has expressed this idea in his 
work "The Country Life Movement." 

"1 am not one of those," he said, "who consider a sordid 
and commercial end to be the necessary result of industrialism. 
We must develop the ideals in an industrial civilization that they 
may lead us into the higher personal endeavor ; and everywhere 
it should be possible for a man to make the most of himself. 
There must be something in every business besides the financial 
gain if it is to make any contribution to civilization. * * * 
A new social or'der must be evolved in the country, and every 
farmer of the new time must lend a strong hand to produce it. 
We have been training our youth merely to be better farmers ; 
this is the first thing to do, but the man is only half trained when 
this is done. What to do mth the school, the church, the rural 
organization, the combinations of trade, the highways, the archi- 



32 

teeture, the library, the beauty of the landscape, the country 
store, the rousing of fine community helpfulness, to take the place 
of the old selfish individualism and a hundred other activities, is 
enough to fire the imagination and to strengthen the aim of any 
young man or woman. ' ' 

The Commission found some rural communities with much of 
the community helpfulness mentioned by Dr. Bailey. It only re- 
mains to have that spirit spread throughout the State and nation 
to make the rural communities the backbone of the new indus- 
trial and social democracy. 

SYSTEMiS OF AGRICULTURAL EDUCATION. 

Agricultural schools in this country are divided into four 
main divisions. 

1. Departments of original research and graduate study, 
which are found in most of the leading agricultural colleges. 

2. Agricultural colleges which have been established in all 
the States and territories. 

3. Secondary schools of agriculture which are maintained as 
separate schools and also as departments of the agricultural 
colleges. 

4. Elementary schools which include the public, high and 
common schools giving instruction in agriculture. 

In addition to the schools mentioned there are other effective 
agencies at work to promote investigation, research and practi- 
cal application. The experiment stations maintained generally 
in connection with the agricultural colleges are effective in prac- 
tical work of investigation and also through extension work in 
bringing the results to the farmer. 

The U. S. Department of Agriculture makes extensive and in- 
tensive studies of farming problems and publishes the results in 
numerous bulletins of the greatest practical value. 

The United States Bureau of Education collects and classifies 
information on agricultural education and publishes frequent 
bulletins of great value to teachers. 

In addition the State departments of agriculture, conservation 
commissions, geological departments and State entomologists are 
supplementing the above studies with further intensive studies of 
rural problems. 



33 

Private individuals, private schools, railroad companies and 
bankers' associations have been active in disseminating informa- 
tion to the farmers. 

Taken all together these agencies constitute a powerful force 
in the country as a whole but there are few States where these 
agencies have been developed fully enough to get the concen- 
trated benefits of all this educational activity. Some have it in one 
form, others in another form. 

The extent of the work in the public schools and colleges is 
instructive. It is significant of the awakening in this field that 
aside from the establishment of colleges of agriculture most of 
the present activity has come in the last ten years. 

There are now in the United States, sixty-seven agricultural 
colleges established by the States and Territories with federal 
aid. Nearly all of these give instruction also in mechanic arts and 
two give instruction only in mechanic arts. Sixteen of these 
States maintain separate institutions for colored and white stu- 
dents. Thus there are sixty-five colleges giving courses in agri- 
culture. 

Special agricultural schools apart from State colleges of agri- 
culture are now maintained wholly or in part by State funds in 
seventeen States. Not less than seventy-six such schools have been 
established These schools confine themselves to practical work of 
a secondary' grade. They are intended for those who will follow 
the vocations of agriculture and who do not intend to go to college. 
In Wisconsin, Michigan, Minnesota, Maryland, North Dakota and 
Mississippi, these schools are county schools maintained by the 
counties with State aid. In New York, Minnesota, Colorado, Cali- 
fornia, Massachusetts, Nebraska, Pennsylvania and Vermont these 
are secondary schools maintained by the State which serve an inde- 
terminate area ; in Georgia and Alabama the State maintains a 
secondary school in each congressional district ; in Oklahoma the 
State maintains one such school in each supreme judicial district 
and one special; in Arkansas the State is divided into four parts 
and a school is maintained in each. 

In addition to these schools many of the State agricultural 
colleges are giving special short courses which are intended to 
train young men for the farm without requiring a large amount of 
preliminary work. These courses are given during the winter at a 
time that the boy or the practical farmer can get away temporarily 
for this work. 

3—30343 



34 

Secondary instruction is offered in a large and rapidly increas- 
ing number of high schools sometimes at local expense but gen- 
erally with State aid. In 1909 in addition to the seventy-six sec- 
ondary schools mentioned above, twenty-nine public high schools 
and twenty-four privately endowed colleges had departments of 
agriculture. At that time over one hundred and fifty normal 
schools were preparing teachers of agriculture. Over four hundred 
public and private high schools were giving some instruction. 

The teaching of agriculture has been made compulsory in the 
common schools in many States by law and in others by the au- 
thority of the State Superintendent of Public Instruction. In 
practically every State the courses of study outlined include 
agriculture. 

The progress of agricultural education at public expense in 
Indiana has centered largely around the agricultural college, ex- 
periment station and extension division at Purdue University. This 
institution ranks high among those of like kind, and the practical 
work done has helped vastly to promote the agricultural interests 
of the State. 

Purdue University was established in 1869 under the pro- 
visions of the Morrill act of 1S62, which granted aid from the 
Federal Government. This act was accepted by the State Legisla- 
ture in 1865 and the faith of the State was pledged to the support 
of the maintenance of one or more agricultural colleges. 

The institution is supported by the income from Federal grants, 
by direct appropriations from the Federal Government amounting 
to $69,000, and by appropriations from the State treasury. The 
purpose of the university is to afford young men and women an 
opportunity to acquire a good college education in mathematics, 
science, literature and art and at the same, time to secure instruc- 
tion and practice in such lines of work as will fit them to engage in 
the practical industries. The university offers instruction in the 
science and practice of agronomy, home economies, horticulture, 
entomology, agricultural chemistry, veterinary science, dairying 
and animal husbandry. The university offers three courses in 
agriculture. 

1st. Regular four-year college course. 

2d. Winter school of eight weeks. 

3d. Farmers' short course of one week. 

The regular four-year course offers a broad education by provid- 
ing well balanced instruction in the science and art of agriculture. 



35 

The winter school is designed to meet the needs of those who 
from lack of time or preparation may be unable to enter the regular 
foui' year study. "The object of the work is to help young men 
and women to produce better corn and livestock, better milk and 
butter, better fruit and to make better homes and at the same time 
to secure a greater profit from the time aid energy and money ex- 
pended. ' ' 

The farmers' short course is designed to meet the needs of the 
busy farmer. It is continued for one week in January at a time 
when the farmers can attend. Lectures, laboratory exercises and 
demonstration in soils, crops, livestock, dairying, horticulture, do- 
mestic science and poultry are given. 

In addition to the courses at the university there are two sepa- 
rate branches. 

The Agricultural Experiment Station makes investigations and 
experiments of the principles and application of agricultural 
science. The station is not concerned with teaching. 

The Department of Agricultural Extension which was organized 
rnder an act of the Legislature of 1911 has for its object the ex- 
tension of knowledge by carrying the work of the experiment sta- 
tion and the agricultural college to persons in all parts of the State. 
This work of the department is outlined as follows : 

1. 'The instruction of farmers assembled in organized meetings 
such as institutes, short courses, conferences, clubs, educational 
trains, etc. 

2. Practical demonstrations in field and orchard of new and 
improved practices ; exhibits and contests. 

3. The encouragement of the teaching of subjects in the public 
schools relating to rural life. 

4. Instruction in domestic science by lectures and demonstra- 
tion. 

By these means instruction has been carried to all parts of the 
State. The work is intensely practical, being designed to meet the 
actual needs of the farm and home workers. The work of this 
division is now organized for wide usefulness and needs only an 
additional appropriation to make it realize its fullest possibilities. 

In secondary education Indiana has not kept pace with other 
States, many of which are less favored for agricultural work than 
tills State. 

Outside of the secondary work in short courses, farmers' week 
and the extension work done at Purdue, there are no public insti- 



36 

tutions giving such, work except occasionally a high school, academy 
or consolidated school which maintains a department of agricul- 
ture. One private institution is engaged in agricultural instruc- 
tion, namely, Winona Agricultural School at Winona Lake. 

A course of study has been outlined for the common schools 
but it is not compulsory and at best such courses are not sufficient 
for the needs. 

The teaching of agriculture in secondary schools is so slight 
as to be all out of proportion to the importance of the industry in 
this State, Yet due credit must be given to those few schools which 
have shown what can be done in making agriculture a vital sub- 
ject in the school curriculum and in advancing the efficiency and 
happiness of rural life. 



DOMESTIC SCIENCE AND ITS EDUCATIONAL NEEDS. 



The problem of industrial training for girls is made dii^cult by 
the dual nature of woman's employment. Arthur D. Dean, in his 
book "The Worker and The State," says, "Today a large majority 
of the girls are wage-earners from fourteen or sixteen to twenty oi" 
lAventy-one, when they take up home making as a career, 

"If they enter upon the wage-earning occupation with no prep- 
aration, they are destined to have low wages and incur the danger 
01 being exploited. If they enter upon the subsequent vocation of 
home making, without preparation, the conditions are disastrous to 
health and to the home." 

It is necessary that careful attention be given to the preparation 
of girls for wage-earning occupations, but it is an economic loss if 
tliey are so prepared at the expense of preparation for their larger 
and permanent occupation. It is the first duty of school author- 
ities to learn what wage-earning occupations are open to women 
and how the efficiency of women may be advanced in them. 
Many trades are closely related to the home, such as dressmaking, 
millinery, catering, etc. These offer a fine opportunity for tempo- 
rary w^ork and at the same time for the permanent vocation in 
home making. 

While suggesting the importance of training for girls for tempo- 
rary work, the Commission wishes to emphasize primarily the field 
of the large vocation of women in home making. Yet preparation 
of the girls for the wage-earning occupation must be carried on in 
order that the period of employment may be more effective and also 
that those who choose to remain in industry may be properly pre- 
pared for their life work. 

Any form of education for girls that ignores or neglects all 
those lines of instruction emhraced in household arts fails to bring 
our girls to womanhood properly equipped for woman's highest 
function. 

In this age of enlarged opportunity and usefulness for women 
in the world's work we are not to lose sight of the fact that 
women's largest opportunity and supreme importance lies in the 
realm of home-making. That many are to be efficiently fitted to 
take their places in the industrial and commercial world goes with- 
out challenge but that all women should have the deepest insight 
possible into the problems and possibilities involved in home- 

(37) 



38 

making, and tlie family as an institution, is a proposition the solu- 
tion of which promises the highest type of social integrity, and adds 
beyond measure to the economic efficiency of a people. 

Upon the wise ordering and management of the home de- 
pends, in a very large measure, the character of the children born 
there, and their guidance into useful and happy activities in life, 
a result upon which we are dependent for the highest type of 
community life. Upon the wise ordering and management of the 
home depends the development of family affection, loyalty, obedi- 
ence, fortitude and self sacrifice, those virtues which underlie 
a rugged State or nation. Upon homes so ordered and managed 
must we depend, in the greatest measure, for mental vigor, 
physical health and moral cleanliness. Woman is to be master 
of the situation here. She is to be the chief factor, through her 
training, in promoting and prolonging happy family life. 

In the economic world, man, as husband and father, must bear 
the burden, almost in its entirety, of production. Woman, as 
wife and mother must bear the burden of administering and con- 
serving that which man produces. Food, clothing and shelter 
are the largest items, always, in the category of needs for the 
civilized family, these items, to contribute in the highest degree 
" to strength, length of life and happiness, must be bought, pre- 
pared, administered and conserved with a degree of skill and in- 
telligence beyond that required in their production. It is here 
that woman is to play her great part in the economic world. 
She is to play, now and henceforth, a part in solving the problem 
of cost of living that, she has never played before. It is not 
what we make, but what we save that provides for the "rainy 
day. ' ' The home, well administered, must be the great saving in- 
stitution. 

Our public schools have, in the past, with rare exception, put 
but little premium upon the importance of giving our girls a 
knowledge of the problems of the home and skill in its manage- 
ment. Our school training in the past, in far too many instances, 
has not strengthened the girl's appreciation of a good home. This 
age of increasing population and decreasing natural resources 
maJjes it imperative that home administration be put upon a sci- 
entific plane that it has not known before. While the tiller of the 
soil is attempting to make two blades of grass grow where one grew 
before in the hope of solving the economic problem, the keeper of 
the home must help to solve the problem by making one dollar do 
what two did before. 



39 

Mere academic training will not answer the purpose. It has 
long since been found wanting in the preparation of women for 
their highest service. The public schools everywhere must open 
their doors to our girls for training in all phases of household arts. 
Food supply, food values, adulteration, marketing, scientific prep- 
aration, dieting and wholesome serving, all these important prob- 
lems ought to have serious treatment in properly equipped schools. 
The nature, value and adulteration of fabrics, the relation of cloth- 
ing to occupation, health and personal adornment, the economic 
use of materials and practice in cutting, fitting and sewing are 
problems that should have a definite place in our course of study. 
Sanitation, health, the care of the sick, the nature and meaning of 
communicable diseases and the decoration of the home are all prob- 
lems that are pressing upon the public schools for solution in the 
interest of the tAventieth century home. 

Training in home economics should be required of all girls in 
the elementary school and also in the high school for the following 
reasons : 

1. The natural life of every woman, physically and mentally 
normal, is that of wife and mother, and she should have the train- 
ing that will make her the best type of wife and mother. 

2. Many women go into some form of employment temporarily, 
ultimately becoming home makers. These women should be so im- 
pressed by their school training that they will have an abiding 
attachment for the home, and carry to it, finally, both skill and 
interest. 

3. Not a few women, either from choice or physical disability, 
will never engage in the duties of home making. These should be 
trained in the problems of home economics for the culture that it 
will bring to them, for the sympathy it will arouse in them con- 
cerning the problems of all women and for the skill it will bring 
to them in managing the economic side of their own lives. 



SCOPE OF THE WORK. . 

Elementary Instruction. 

1. All children in our elementary schools should receive formal 
instruction concerning the laws of health, the nature and preven- 
tion of communicable diseases and the problems of private and 
public sanitation. Such training is now implied in our elementary 
course of study, but it should be required and insisted upon. 



40 

2. Sewing, involving all the problems connected with plain 
sewing in the household, the adaptability of fabrics to occupations 
and seasons and the nature and cost of materials should be sub- 
jects of instruction in all elementary schools. These lines of work 
tan be readily carried on in practically all the elementary schools 
because women teachers are connected with nearly all such schools. 
At least some time per week in formal training should be given 
during the last years of these schools. 

3. Instruction in the nature and uses of foods, in their adulter- 
ation, in serving and plain cooking, should be given to all girls 
for a certain period, unless they plan to enter the high school and 
receive instruction in these lines there. In that case, the time in 
the grades might be shortened. 

4. l\Iuch incidental instruction and some formal instruction 
should be given in house furnishing and decoration, the care and 
arrangement of rooms and the relation of lawns and other sur- 
roundings to the home. 

Secondary Instruction. 

Every girl in the high school should be required to take some 
course in home economics. Vocational schools or departments for 
domestic science should enable every girl in high school to have 
opened to her the opportunity to devote three years of her course, 
ten periods per week, to the problems involved in domestic, science. 
Credit for graduation should be given for this work and it should fit 
a young woman equally well for entering college or performing the 
duties incident to the home. The following lines of work should 
be part cf every high school course : 

1. Instruction should be given concerning the nature, use and 
adulteration of foods, cooking, serving, dietetics and, in many 
places, marketing. Equipment should be provided for cooking and 
demonstration and exhibits of the various food preparations should 
be arranged and studied, and a library of standard information 
should be furnished. This course would lay the foundation for a 
career in nursing or catering as well as for home making. 

2. Instruction should be provided in sewing, including cutting 
and fitting, a study of the nature of textiles and their adulteration, 
processes of dyeing, the relation of clothing to health, occupation 
and personal adornment, and the history, briefly, of the textile 
industry. This course would lay the foundation for a career in 
dressmaking or salesmanship as well as that of home-making. Ele- 
mentary instruction in millinery might well be added. 



41 

3. Instruction should be given in the care of all departments 
of the home, including the arrangement of the house and its sur- 
roundings, sanitation, decoration and all other problems pertain- 
ing to the home. 

These lines of work should be carried on in double periods, 
whenever possible, to avoid loss of time in handling equipment. 
The most rigid economy should be exercised in the use of materials 
so that the pupils may receive lessons in thrift. All work should 
be dignified by that excellence that will merit credit for gradua- 
tion. Girls taking this course should be permitted to substitute 
credits made here for credits in other required science work. Home 
work and observation should be assigned to students, so that the 
school and home might go hand in hand throughout the course in 
the adjustment of the home and school to each other in the train- 
ing of the student. This work should impress upon the student the 
fact that it opens the opportunity for culture and discipline, as well 
as utility. 

But there is a larger problem than the training of girls in the 
elementary and high schools. When all who are in those schools 
are trained as best they can be, we shall still be confronted with 
the problems arising out of our indifference in the past. All those 
above 14 who have left the school have had little or no chance to 
receive adequate training in home making. Thousands of these 
girls have entered upon the duties of home making. Other thou- 
sands are about to take up such duties or at least look forward to 
them. Nearly all could and would use practical facilities for edu- 
cation in domestic science and it remains for the school, as the 
conserving force of the State, to provide such facilities in short, 
part time special courses. All that follows in regard to day, part 
time, normal and evening courses, applies directly to the problem 
of training for home making. 

Elementary work in domestic science has been more developed 
in this State than the other forms of industrial training. Most 
city schools and some town schools have introduced courses. These 
are, however, in the main, of little vocational significance. The 
range of the studies is too limited and the time given is inadequate 
for definite results. There is very little continuation work except 
in connection with the institutes conducted by the Agricultural Ex- 
tension Department of Purdue. There is practically no effort to 
train girls for specific vocations or to promote their training for 
efficiency in the work which they are doing. 



ELIMINATION OF PUPILS FROM SCHOOL. 



One fact is patent to all, that a large majority of our youth 
leave school before the completion of the elementary course. In- 
vestigation only emphasizes that fact. The estimates made by Ed- 
ward Thorndike show the general tendency for cities of the country 
as a whole, to lose about ten out of every hundred of the pupils be- 
fore the fourth grade, nineteen before the fifth, thirty-two before 
the sixth, forty-six before the seventh, and more than sixty before 
the completion of the grammar grades; seventy-three have left 
before the first year in high school, eighty-three before the second 
year, eighty-eight before the third and ninety-two before the last 
year. That is, of every hundred entering the first grades, only 
eight finally reach the last year in high school. 
* These estimates vary for different cities. There are many 
cities which are much worse. Some are, of course, much better. 
Statistics are not available, but general observation confirms that 
the rural schools lose quite as rapidly as the city schools. 

We must consider also in this connection the retardation of pu- 
pils as well as elimination. The one is the beginning of the other. 
Retardation means waste in education. In an investigation of a 
number of northern Indiana cities a committee of the northern 
Indiana superintendents found that fully 13 per cent, were behind 
their grades. The cause of both may be summed up in the words 
of President Eliot: "Multitudes of American children taking no 
interest in their school work, or seeing no connection between their 
studies and the means of later earning a livelihood, drop out of 
school far too early of their own accord, or at least offer no effect- 
ive resistance to the desire of unwise parents that they drop study 
and go to work. Moreover, from lack of interest, they acquire 
while in school a listless way of working. ' ' 

The causes of leaving school or lack of interest resulting in 
getting behind their grades is due almost entirely to lack of inter- 
est in the sort of work demanded by the schools and incapacity on 
the part of the pupil to adapt himself to it. The study of incentives 
as shown in the experience of professional schools, evening schools 
and special courses which are based on a connection of the end 
with the means, would indicate the solution of the problem of how 
to keep the child in school. We must get and hold his interest 
through his incentives to study. 

(42) 



43 

The work of tlie schools is doubtless better done than at any- 
time in the past, but that work is in only a part of the field of 
education. Our school system has not been modified to meet the 
newer needs. "We are still in the main preparing children for the 
higher grades and the higher schools. The elementary school pre- 
pares for admission to the high school and the high school prepares 
for the college. Yet only eight out of a hundred reach the last 
year in high school and a fraction of these only go to college. 
Democratic society demands that schools be provided for all classes. 

The need of the time is for the schools to prepare a part if not 
all of those who leave the school along the way, to meet their imme- 
diate probJem of earning a living with their hands and to put them 
in possession of the means of future advancement. 

There are other incentives which lead youths to stay in the 
schools, but the strongest, doubtless, is that concerned with his 
practical interests. If he can see a road and a practical goal at 
the end he will strive to reach it. If the schools held out means to 
fit them for their vocational needs a majority would stay in school. 

The detailed investigation of the Massachusetts Commission on 
Industrial Education confirms this. They found that a majority 
of pupils who had left school at 14 did not do so from economic 
necessity, but because there seemed to be no special preparation in 
the further schooling. 

The commission later made inquiries of 2,078 boys applying for 
work at the free employment bureau. Eight hundred and eighty- 
five said they would have continued in school if the school could 
have taught them a trade; 1,663 declared that the school instruc- 
tion received had fitted them for no particular occupation. 

To meet the social and economic needs of the youth, therefore, 
it is evident that the schools should be modified to meet the prac- 
tical needs of the boys and girls. No matter where they drop out 
of school they should be able to leave with some distinct prepara- 
tion. It may be little and it may be much, but whatever it is, is a 
decided advantage to the youth in his immediate problem of earn- 
ing a living. 

In this no educational value need be sacrificed. No education 
should become mere training for work. But education can be so 
related to practical things that both educational and vocational 
value will be derived. The inability of a boy or girl to meet a cer- 
tain abstract requirement should not be made a bar to keep him 
from getting the things which the school can give and which he can 
assimilate. 



WHAT FURTHER FORMS OF EDUCATION ARE NEEDED? 



The foregoing statements of the imperative needs for education 
in industrial, agricultural and domestic science subjects and the 
lack of facilities in the public schools for such training in thisi 
State leads us to the second part of the duties placed upon this 
Commission, namely, what new forms of educational effort may be 
advisable. 

At the outset it will be well to define the terms used in this dis- 
cussion. 

Elementary industrial, agricultural and domestic science edu- 
cation means that kind of education in the form of manual train- 
ing and simple processes in industrj'^, agriculture and domestic 
science designed for pupils under 14 in order to give industrial 
intelligence and sympathy and awaken vocational desires. 

Vocational education means any education, the controlling pur- 
pose of which is to fit for profitable employment. Professional 
schools, business schools, etc., are vocational schools, but this dis- 
cussion relates primarily to that form which relates to industrial, 
agricultural and domestic science education. 

Industrial education means that form of vocational education 
which fits for the trades, crafts and manufacturing pursuits, in- 
cluding the occupations of girls and women carried on in stores and 
workshops, and other establishments. 

Agricultural education means that form of vocational education 
which fits for the occupations connected with the tillage of the soil, 
the care of domestic animals, forestry and other wage-earning or 
productive work on the farm. 

Domestic science education means that form of vocational edu- 
cation which fits for occupations connected with the household. 

Industrial, agricultural or domestic science school or depart- 
ments means an organization in the public schools under a separate 
director or head of courses, pupils and teachers designed to give 
either industrial, agricultural or domestic science education as 
herein defined. 

Evening class in an industrial, agricultural or domestic science 
school or department means a class giving such training as can be 
taken by persons already employed during tlie working day, and 

' (44) 



" 45 

which, in order to be called vocational, must in its instruction deal 
with the subject-matter of the day employment and be so carried 
on as to relate to the day employment ; but evening classes in do- 
mestic science relating to the home shall be open to all women over 
17 who are employed in any capacity during the day. 

Part time continuation class in an industrial, agricultural or do- 
mestic science school or department means a vocational class for 
persons giving part of their working time to profitable employment 
and receiving in the part-time school or department, instruction 
complementary to the practical work carried on in such employ- 
ment. To give a part of their working time such persons must 
give a part of each day, week or longer period to such part-time 
class during the period in which it is in session. 

All of the forms of education denoted in these detinitions must 
be supplied if the needs of industry, agriculture and the home and 
the vocational needs of our youth are to be met. 

The adoption of the whole program: does not mean that the 
present school system shall be radically changed, but rather that it 
shall be supplemented. 

The schools are doing reasonably well the work which has been 
assigned by tradition and should continue with only such modifica- 
tions as will make school work more purposeful and tend to hold 
the children in school until a reasonable training has been provided 
in the fundamentals of education. 

The addition of vocational subjects as proposed by the Commis- 
sion will supplement the present school work and appeal to a new 
clientele, namely, those who leave the school at fourteen to sixteen 
to go to work. Part of these will be held in school for a longer 
time, another part will come back to the schools for part-time work, 
and still a larger part of those over seventeen who are employed 
will take advantage of the evening courses to supplement their 
shop, store or trade training. 

ELEMENTARY INDUSTRIAL EDUCATION. 

It is generally accepted that the period of the child's life up to 
fourteen years of age should be devoted to education of such a char- 
acter as will put him in possession of the tools of knowledge and 
give him a sjmipathetie attitude toward his environment. 

What kinds of education are necessary for those purposes has 
been the subject of discussion throughout the history of modern 
education. That we need things taught of solid educational value 



: 46 

goes without dispute. Some extremists argue that the end to be 
sought is general culture, while others claim that practical efficieney 
is the real end to be desired. 

Doubtless the truth lies somewhere between these extremes, and 
the best form of education would be that which gives the best com- 
bination of culture and practical efficiency. 

As a practical problem elementary education must be so ordered 
that it will be able to retain the interest of the pupib and keep 
them in school long enough to get the things which they ought to 
get from the schools and prevent the w^aste which results from 
laggards. Nearly half of our pupils leave school before the seventh 
grade, and thirteen per cent., approximately, of those in school, fall 
behind their grade, and it is sadly true that a large per cent, of the 
pupils leaving school are educated neither for culture nor elficiency. 
It is the first duty, therefore, to correct these demoralizing condi- 
tions. Clearly this can only be done by such a modification of the 
school work in the grades as will make study more purposeful. Some 
children may learn the things of the book and be interested in their 
acquisition, others may be able to learn from doing things, w^hile 
the best results to either will come only by so learning that they 
may do or by so doing that they may learn. 

It is not the intention of this report to outline in detail courses 
of study. The practice of many schools is available for models, 
particularly the schools of Gary, Indiana, and others in teaching 
industrial, domestic science and agricultural subjects in the grades 
in such a way as to keep the interest of the pupils through their 
incentives to study in their own way and to give them industrial 
intelligence and social sympathy. 

From the standpoint of education there can be no argument that 
the mathematics of the shop or the farm or the home is just as good 
for culture as the mathematics of strange things and far away ol)- 
jects; the botany which teaches the practical things of the farm or- 
the garden is far better than the study of plants of strange species ; 
the chemistry of all work at home, in the shop or on the farm, is 
far more important than the study of the chemistry of unknown 
materials ; the every-day physics of practical life is more educative 
than unknowm phenomena ; so too the study of English, geography 
or spelling becomes more educative when taught in relation to the 
things about which the pupil knows. 

The infusion of the practical with all studies will give educa- 
tion a meaning for the child which will arouse his interest and hold 
his attention. 



47 

Manual training, domestic science and agriculture have been 
started in many schools. Rightly conducted, these should supply 
the elementary schools with the elera,ent now lacldng. But they 
should never be allowed to become mere frivolous exercises. Merely 
to do is not the end but rather to do in order that the accompanying 
education can be more effectively held. 

These studies rightly conducted vitalize the school work, infuse 
new interests and induce greater interests in other subjects. Such 
studies should be compulsory. They are designed for all pupils 
no matter what their prospect in life may be. To some they will 
mean the arousing of vocational inclinations, to others they will 
mean a wider sj^mpathy with their economic and social environ- 
ment. Whether a man is to be a lawyer, physician or clergyman, 
or whether he is to go into the ranks of the factory or trade, or 
farm workers, the instruction given cannot be other than helpful 
in his work. It will as its best result, give a broader, more intelli- 
gent and s^^mpathetic citizenship. 

Industrial work should continue into the high school for the 
same reason given for the elementary work. It will give a surer 
foundation for the other studies, impart a vocational meaning, give 
i< better understanding of the forces with which society is sui*- 
rctunded and directly aid in the larger field of citizenship and right 
lining. 

But this form of training should not be confused with voca- 
tional education. It is not vocational in the sense with which this 
report is largely concerned. It is merely the preliminary work 
which all children should get and has special significance for voca- 
tional education only so far as it arouses vocational interests and 
keeps the children in school up to the time when real vocational 
education can be effective. 



VOCATIONAL EDUCATION. THE INDUSTRIAL DAY 

SCHOOL. 

Experience demonstrates that the great majority of our boys 
and girls leave the school at fourteen and before the completion of 
'the grammar grades. Part of them go to work in factories, stores, 
workshops, etc., and at odd jobs ; a part assist at home and a part 
become mere idlers. The causes of the defection from school are 
many, but the principal cause is, doubtless, the lack of interest in 
school work and failure on the part of pupils and parents to see 
any practical good in further schooling. The allurement of wage- 



48 

earning becomes too strong and the children drop out and gain 
nothing more from the schoolsi 

If the industry into which this army of children go at 14 to 16 
years of age offered a chance for continuing education and ad- 
vancement, the situation would be hopeful. But to the majority 
no such chance is given. They enter automatic employments where 
the chances for education and advancement are slight. These are 
mostly "blind alley" or "no thoroughfare" jobs, that is, jobs which 
have no way out — to advancement. 

Fully 25,000 youth in this State between 14 and 16 have started 
on such careers. The wage they receive is small, but it looiks large 
for the relatively small needs of the child. With small advances in 
wages the boy finds himself a grown man with a. boy's wage and 
little hope for anything better. If he asks for increased wages, he 
is reminded that there are plenty of boys who can do the work at 
the wage he gets. He is thus compelled to continue at employment 
out of which he can barely get a living, because he has never been 
prepared for anything better. Statistics of employment show that 
the boys who go out at fourteen untrained, soon reach the highest 
rate of wages for them and they are subjected to a level or a de- 
creasing rate for the rest of their livesi. Those who are trained 
in the industrial schools continue tO' receive increasing wages to a 
comparatively late period before the dead level is reached, while 
those who take the more complete and specialized trade work have 
constantly increasing wages until relatively late in life. 

These facts announce the problem. For their own sake as well 
as for the general welfare, it is necessary to keep our youth in 
school imtil enough preparation has been given to postpone the 
time of the "dead level" or decreasing wage to the latest possible 
date. 

It has been demonstrated that a majority of the boys and girls 
will not stay to take the present school work beyond the time when 
the compulsory law ceases to control them. Only a small part enter 
the high school and only 8 per cent, stay until the fourth year. 
Clearly, the problem for the schools is to provide a system of educa- 
tion which wdll meet the needs of those children whom the present 
schools do not reach effectively, by providing courses suited to theii* 
vocational needs and open to all who are able to profit by the in- 
struction given. 

Here is the province of the industrial school and the part time 
school. 



49 

The industrial school differs from manual training in that the 
majority of the work is industrial with vocational significance, 
whereas manual training is academic with merely a dash of the in- 
dustrial with little of vocational significance. 

The industrial school does not require that the pupil keep up 
his work in unrelated academic studies which he does not want in 
order to pursue the courses in industrial lines which he does want. 
It does not require him to meet high academic standards in order 
to pursue industrial work, when he is able to profit by the instruc- 
tion given. 

The aim of education for boys and girls between fourteen and 
sixteen should be to train them for practical work while at the 
same time, insuring adequate development of the mind. The trail- 
ing will, therefore, be broadened from the mere industrial subjects. 

Mr. Arthur D. Dean says on this point : 

''From one-third to one-half of the school session should be 
devoted to those studies which will bring about an appreciative 
understanding of the resources and problems of our civilization 
and the power tO' deal effectively with them. Such a program will 
result in the children's knowdng something about many things and 
ii good deal about something. By one they may earn a living; by 
the other they are expected to live a life of completeness. For 
mthin the measure of individual capacity and opportunity these 
boys and girls are to be, not only efficient producers, but also useful 
citizens and persons of culture. * * * 

''The growing power of children is greatest and their earning 
power least betwen the ages of twelve and sixteen. At the same 
time it must be kept in mind that real trade training can hardly 
be given until the boy or girl is sixteen. In general, the years from 
fourteen to sixteen should be given to laying the foundation of in- 
dustrial efficiency and to arousing a set of industrial interests that 
will demand the work of the next two years, or from sixteen to 
eighteen, for their fulfillment. In other words, general vocational 
training for the first two years and specialization the last two years. 
By the time the child is sixteen he should have developed an interest 
in industrial subjects and should have determined the line of me- 
chanical work for which he is best fitted. Then at sixteen he should 
fit himself for a trade pursuit. Under ordinary conditions the 
period of vocational training between fourteen and sixteen must 
necessarily be limited to its elementary or unspeciaUzed forms of 
expression. The general nature of the industrial work will give 

4—30243 



50 

the general intelligence and adaptability which are so much desired 
by employers. It is possible to organize the majority of specialized 
occupations into a number of groups, each one of which represents 
certain distinctive- rudimentary processes connected with common 
materials. These general processes will later admit of subdivision 
in the various activities which go toward making up the highly 
specialized industries. 

' ' Assuming that the course of study of the first six years of tlie 
elementary school has contained itsi fair proportion of manual arts, 
the vocational training corresponding to the seventh and eighth/ 
grades will lay added emphasis on hand skill. With this handwork 
there will be offered related lessons in English, geography, history, 
physics, arithmetic and drawing. The demands of industrial life 
and not a traditional school course will determine the nature of the 
shop course. Six hours of instruction each day is none too long and 
the program of study can be so arranged by alternating theory and 
practice as to prevent the work's becoming fatiguing. Everyone 
knows that these children would be working nine to ten hours a 
day in some mill or store if they were not in school. In order to 
avoid the dissipation of attention and energy which now obtains 
through many subjects and many periods, the school day should not 
be divided into short periods. Application should be taught before 
theory and the pupils will learn only the essentials of subject- 
matter, 

"General intelligence is to be acquired through a coordination 
of industrial work with academic classes. It is not necessary to 
eliminate any important book studies, but these should be indus- 
tnalized and socialized for the sake of economy of effort and better 
understanding. As the industrial work for boys and girls is differ- 
ent it precludes any attempt at giving classes of boys and those of 
girls exactly the same treatment in any subject." 

The aim of such schools has been expressed by Mr. Lewis A. 
AVilson writing of the Rochester, N. Y., shop school as "the train- 
ing of boys along general industrial lines, and in the fundamental 
principles pertaining to certain trades but does not aim to teach a 
trade. It does aim to develop efficiency and rapidity in execution 
so that those who go out with a diploma will be better fitted t€ 
enter their chosen trade than they would be under prevailing con- 
ditions." 

The industrial school for youth between fourteen and sixteen 
should bring two results: 



51 

1st. The boys or g:irls who have taken the courses should have 
developed an industrial intelligence which Avill give them a greater 
certainty of success in any industrial pursuit. 

2d. They will have laid the foundation for further work in spe- 
cialized trade or household arts courses, part time courses, or as 
iipprentices in any given trade. 

The day school should be continued beyond sixteen for special 
trade courses for those who wish to remain in school and part time 
training for those who go tO' work and come back to the school for 
special courses. 

Another form of vocational school should be mentioned, namely, 
the vocational high school. These schools are to the regular high 
school what the industrial school is to the elementary school. They 
contemplate a greater academic preparation, the completion of the 
grammar grades, and consequently eliminate many of those who 
would ordinarily enter the industrial school. Their main purpose 
is to give a broader and more thorough preparation for industrial 
pursuits, hence the emphasis is especially vocational and enables 
a boy or girl to get a part or the whole of the course with profit. 

PART-TIME EDUCATION. 

Part-time schooling takes place when those who are employed 
during the day give a part of their time during working hours for 
further training of some character by the school. 

Evening schooling takes place when those who are employed 
during the day give some of tlieir evenings to general or special 
education. 

Sometimes the term "Continuation School" is used to include 
both part-time and evening classes since both are devices whereby 
those who have gone to work get a chance to continue their traiu- 
ing at the hands of the school. 

For the sake of clearness in treating the subject, the words part- 
time school and evening school will be used so as to distinguish 
between the kinds of continuation education. 

There is really nothing new in the idea of part-time schooling. 
It is probably older than our general system of education. 

Before schools arose, children in the simple life of primitive 
days gave nuich of their time to the productive work of the f amilj', 
but the emphasis on the daily task wasi laid largely upon the train- 
ing of the child, and the experiences he received were used as a 
means of adjusting him to the demands of his environment. 



52 

In our early history, when the great mass of our population 
lived in the country, the education of practically every boy and 
girl between the ages of ten and eighteen or twenty consisted of a 
program of alternate working during the summer months and at- 
tending school during the winter. 

This scheme of part-time schooling still exists to a certain extent 
with the farm boy. While he usually attends what musit be called 
an all-day school, because he goes to it for the full school day, ther(^ 
is a sense in which he is being trained in a part-time scheme if the 
work of the school were related to the work on the farm. 

"We would only be extending it tO' other groups and other em- 
ployments should we set up a plan whereby the girl who is em- 
ployed at home or the boy or the girl engaged as a wage-worker' 
in the office or the shop or the factory should be given an oppor- 
tunity to use a part of the time now given to their employment foi' 
further schooling. 

For the most pai-t., however, when we talk of part-time school- 
ing today we have in mind the children whO' have gone to work for 
wage, usually in shops and factories. Here part-time schooling 
means so organizing the schools and industries that children em- 
ployed in the latter may attend school during working hours either 
v.dth or without loss of pay. Indiana has by law required all chil- 
dren under fourteen to remain in school until they have reached 
their fifteenth birthday and become fourteen years of age. Conse- 
ciuently, part-time schools have to do only Avith those who are above 
that age and are usually between fourteen and eighteen years. 

General intelligence and civic responsibility as well as industrial 
insight and skill are needed by those who have gone to work at a 
tender age. The problem of part-time schooling or part-time edu- 
cation is to organize the schools and industries in such a way that 
the general and special education of the child over fourteen years 
of age will be extended at the same time he is receiving the most 
efficient training for some trade or occupation. 

Why do we need part-time schooling? 

a. An enormous army of children between fourteen and six- 
teen years of age are employed as wage-workers of one kind or an- 
other in this State. 

Most of these children left the schools handicapped for life be- 
cause they were deficient in the elementary school education which, 
in theory, the State had planned for the benefit of all. 

While the Commission has been unable to secure any adequate 
statistics for this State, the figures gathered through previous 



53 

studies for other commoHWealtlis where the conditions are similar, 
indicate that only about 27 per cent, of these children have gone 
beyond the grammar grades; only about 40 per cent, went to work 
equipped with a common school diploma; only 54 per cent, had 
reached the seventh year; and 68 per cent, the sixth year. The 
remainder, 32 per cent., were scattered, a hopeless and tragic group, 
somewhere between the first and fifth years of the elementary 
course. 

b. While the State has set up the machinery and provided thf. 
facilities for giving these children the minimum of the general edu- 
cation that our day believes to be necessary for intelligent citizen- 
ship and successful wage-earning, for a variety of reasons the chil- 
dren (50 to 60 per cent, possibly) who need the training most leave 
the schools without it. 

Some leave because economic pressure on the family requires 
them to go to work. Some, because they have failed to measure 
up to the academic tests set up by the schools. Some, because they 
are unwilling -to forego the attraction, so strong to many adoles- 
cents, of wage-earning and doing real work. Some, because they 
and their parents do not feel that the schools have thus far suc- 
ceeded in offering the training which meets the needs of the pros- 
pective wage-worker; and some, because of indifference and indo- 
lence and delinquency. 

Since a democracy must rest upon an intelligent citizenship, 
the schools will not have discharged their responsibility to the State 
until somehow or some way they have followed and reached these 
children so long neglected. If an elementary school training is 
necessary to the worker as his way out to happiness and efficiency, 
then the State must give it to him even if it has to follow him to the 
shop with the same eagerness and liberality which it has set up high 
schools for the further education of the children of the wise and 
the fortunate. 

All industries, even those employing unskilled help in large 
numbers, are calling for what they call more general intelligence,, 
by which they seem to mean not so much more general education 
of the kind which the school usually gives and which fails to help 
the learner reach any particular good, but a kind of training to be 
secured largely by teaching old things in a more practical way, 
which will give adaptability and interest in the work in hands and 
a determination and ability to succeed in overcoming obstacles. 

It is becoming increasingly clear to far-sighted manufacturers 
that they must have in their employes these additional qualifications 



54 

if they are to meet the increasing competition from without the 
State — in some eases, if they are to continue to exist at all. 

a. Specialization of industry has in most cases reduced 
the cost of production by the employment of large numbers' 
of workers, many of whom can neither read nor write. The 
knowledge of each is limited to his own operation or ma- 
chine with no general understanding of the business as a 
whole. This has meant a lack of intelligence on their part 
as to the significance of their work, its relation to that of 
others and has made the task of the foreman and superin- 
tendent in directing and supervising these workers more 
diificult than ever before. 

b. There is an increasingly large demand for intelligent 
superintendents, foremen and assistants which the indus- 
tries alone are unable to supply. The very conditions of 
large scale production and specialized employment, which 
have limited the supply of superintendents and foremen have 
increased the demand for them. In the future these men 
must come from the ranks of young workers who are now in 
the business. The opportunity to receive in the shop or fac- 
tory the kind of experience and instruction which will give 
these young people the general understanding of the indus- 
try which makes for efficiency and promotion has been prac- 
tically eliminated and their lack will have tO' be met largely 
by the part-time and evening schools. 

The safety of the Republic, the welfare of the wage-worker and 
the prosperity of our industrial and commercial life require that 
the State should assume the responsibility for the proper and ade- 
qu.ate preparation of the adolescent for civic and economic efficiency. 
Just at the time when in the first burst of his adolescence the youth 
needs the instruction, the direction of his newly awakened interests 
and desires and possibilities most, we turn him over entirely to the 
shop and the factory and wash our hands, as it were, from any fur- 
ther responsibility for his preparation for life or any guidance of 
his moral and civic conduct. 

Children who- most need its ministrations should not be neg- 
lected and abandoned by the schools because, for any reason, they 
have gone to work and it must become the duty of a truly demo- 
cratic system of education to make worthy blacksmiths and home- 
makers as well as good lawyers and doctors. At bottom the move 
ment for vocational training largely through part-time and evening 



55 

schools is an attempt to make the schools 100 per cent, efficient by 
meeting the educational needs and rights of all the children of all 
the people. 

"We have come to see in our rising appreciation of the value of 
the possibilities of the child as a future citizen and civic and eco- ' 
nomic worker, that no one is properly prepared to live until he has 
been prepared to work as well as to live well. General education is 
Deeded in order that our citizenship may be worthy. Vocational 
training is necessary so that it may be efficient. No one has been 
adequately trained until he has been given both. 

These children not only leave school at fourteen without the 
academic training they should have, but they enter a system of 
industry which does not afford them any opportunity worthy the 
name to get the preparation for their work which is necessary to 
their success and happiness as workers and to the continuance of 
our commercial prosperity. 

Why do not the industries give the young worker the practical 
education he requires? 

a. Before the age of steam, and invention men practiced 
the artisan trades in small shops. Every man had to be 
able to perform every process and handle every tool in the 
business. Trades and occupations were so organized that 
the individual worker was obliged to have a knowledge of the 
whole business in order to earn a livelihood. This gave rise 
to a system of training of the young worker known as ap- 
prenticeship, which gave the worker not only the skill, but 
the practical knowledge of every part of the trade as it was 
then carried on necessary to his success. 

The master, with a few journeymen and one or more ap- 
prenticeships, instead of our large manufacturing establish- 
ments, formed a unit of production. 

The growth of large scale production, the perfecting of 
an industrial organization based upon a division of labor and 
the all conquering march of the specialized machine has 
brought about a system of production when it is no longer 
imperative that the individual worker, in order to earn a 
living, have a knowledge of more than the small part of the 
business which he himself performs. 

Where formerly several years were required in order to" 
prepare a man to be an independent worker at the numerous 
and varied tools and processes! of the trade, only a few days 



56 

are necessary now for a man to learn the one operation with 
the specialized machine which he performs. Formerly tliere 
was, as a rule, one apprentice or helper for each journey- 
man or artisan who was responsible for the instruction of 
the apprentice in the ' ' mysteries of the craft. ' ' 

Modern conditions have practically eliminated the helper 
system. Today young workers are employed in most indus- 
tries either in large groups under one man, doing one more 
or less monotonous! and automatic task calling for the exer- 
cise of only a few limited movements with little if any men- 
tal activity or as helpers to individuals on specialized em- 
ployment. In either case the worker comes in contact with 
only a small portion of the business and no one is responsible 
for his proper training for it. The old practice of training 
young helpers for efficiency in industrial life has in many 
occupations practically disappeared. 

Even in the days when apprenticeship was at its best the 
learner was taught by rule of thumb methods. Since then 
knowledge and scientific methods of doing work have arisen, 
which are absolutely necessary for the best workmanship and 
promotion and leadership in any productive employment. 

These the employer has, even when in some cases he was 
willing, not been able on the whole to give properly. The 
shop can always, when it undertakes to do so, give skill of 
hand and eye in carrying on a. mechanical process. It has 
never on the whole been a conspicuously successful school- 
master. The school, on the other hand, is able, when it under- 
stands its task aright, to bestow the scientific and technical 
knowledge which the worker needs. 

A system of part-time schooling is necessary whereby 
school and shop may supplement each other, each contribut- 
ing to the training of the young worker, the thing it can best 
do for him in teaching the theory and the technique of the 
trade. 

b. Where employers have made a determined effort to 
maintain apprenticeship they have found it impossible with- 
out an agency other than the shop. They have found that 
the related technical and scientific knowledge must be given 
in a school, and where the public schools have failed to do 
this, they have in some instances established schools of their 
own. On the whole the shop has not been successful as a 
schoolmaster in dealing with the theory and the technique 



57 

of the trade ; nor the schoolmaster, in conferring practical 
skill in mechanical processes. It requires the joint effort 
of the two through part-time schooling to bring the best 
results. 

c. Most employers, however favorably disposed, feel 
themselves unable to undertake individually the task of fit- 
ting young workers for an occupation or trade. Apprentice- 
ship taught under an approximation of the old method where 
each journeyman trained a helper is so expensive that it has 
been quite generally abandoned. Competition and large 
scale production mean that every foot of floor space and 
each available machine must be utilized tO' the fullest capac- 
ity at all times, and manufacturers have little desire to cur- 
tail production, in order to teach 3^oung people on a variety 
of machines when they are likely to shift to another establish- 
ment and hire out to a competitor as highly skilled operatives 
at an increased wage. 

d. While the old system of apprenticeship was probably 
adequate for former industrial conditions, even if it were 
possible to re-establish it, it would be wholly inadequate to- 
day and a wasteful method of training. Men who know the 
whole business are fast disappearing and complete industries 
cannot be learned from one man, but must be learned from 
several. 

A system of part-time schooling setting up a co-operative 
scheme bet^veen shop and school for the instruction of the 
youth in the practice and the theory of the calling is in a 
way a revival of the old apprenticeship scheme. 

e. The changes in our method of manufacturing have 
made it easily possible for young people employed on tht- 
specialized job to earn a much larger wage than those who 
are being trained by what remains of the old system of ap- 
prenticeship, wliich aims at the ultimate efficiency rather 
than the immediate earning power of the apprentice. This 
condition makes it next to impossible to hold young workers 
to the completion of an apprenticeship in the face of the 
constant and insistent temptation to take specialized jobs at 
higher wages. 

f. These sweeping economic and industrial changes have 
supplanted the old personal bond between the master and his 
journeymen with the new impersonal relation between the 
corporation dealing in large shops and factories with a more 



58 

or less ill-defined and fluctuating body of workmen. The old 
sense of personal responsibility for the proper training of 
the worker, M'hich in early days was even required by law, 
has almost disappeared along with the old feeling of interest 
and responsibility of the worker for the success of the busi- 
ness. 

Why not give the needed training to wage workers through all- 
day and evening classes rather than through part-time schooling? 

a. This education is needed by the child during the ado- 
lescent period from fourteen to eighteen years of age. 

b. When it has been developed to the full the all-day 
school will probably not reach more than from 5 to 10 per 
cent, of the young wage workers. 

The Massachusetts statistics seem to indicate that about 
70 per cent, of those who' have gone to work would like to 
attend part-time courses, but would not be willing to forego 
wage-earning entirely by gi\dng their whole time to school 
instruction. These must, under present conditionsi, at least 
be reached by part-time or evening classes. 

Whatever may be the situation in the future, it does not 
seem advisable at the present time to require by law all thase 
children between fourteen and sixteen to give all their time 
to the school, although they will not do so save under com- 
pulsion. We lack the school plans and equipment, the re- 
sources, the knowledge of what to give and how to give voca- 
tional preparation for some lines, and can acquire it only by 
study and experimentation. It would be next to impossible 
to develop enough properly qualified teachers to make the 
work any more effective for this group who have gone to 
work than that now given in the regular public schools. With 
one day a week devoted to the work, only one-fifth of the 
number of such teachers will be necessary that would be re- 
quired if these pupils attended full-time. At the most in a 
scheme where the pupil gave half of his time to shop and 
half to school only one-half the number would be required. 
It will be exceedingly difficult to develop enough teachers to 
deal with those able and willing to give their full time to 
training, so for a number of years, at least while we are deal- 
ing with the problem of supplying teachers, a system of part- 
time schooling will be the only way to reach properly those 
who are employed. 



59 

c. The evening school is not the proper device for train- 
ing adolescent workers. 

Physicians and social workers are agreed that every school 
attendance for workers under seventeen at least, after the 
strain of the day's work, works more physical injury than it 
does good educationally. 

Experience shows that young wage-earners are too tired 
after a full day's work to attend or to profit by evening 
classes. It has become clear that the attempt to remove the 
illiteracy of the adolescent through night school instruction 
has been a failure. Only part-time schooling can remedy 
this difficulty. 

Effective vocational training in evening schools can be 
given only to those who bring to the work of the class an 
experience in their employment and a capacity to reflect 
upon it which, only the mature worker, usually over seven- 
teen years of age, possesses. Immature children could not 
be reached properly through evening classes no matter what 
training was offered. 

What are the different kinds of part-time schools? 

a. As to responsibility of employer. 

The no responsibility scheme in which the employer does 
nothing more than to organize his plant so that the children 
may have time off from the shop or factory during working 
hours to attend the school. 

The part responsiUlity scheme, wherein the employer, in 
addition to making arrangements so as to afford time for the 
school, pays the children for all or a part of the time given 
to instruction. Usually in such cases he pays for either all 
or half the loss of time from the business. Where found, 
this plan is usually confined to plants in highly skilled in- 
dustries, such as machine shops. 

The full responsibility scheme, in which the employer, in 
addition to organizing his work so as to co-operate with the 
program of the school, agrees with the school authorities to 
give the young learner an opportunity to secure the round 
of experience at the different machines and processes in the 
shop which will give him breadth of skill and insight as a 
workman. In most instances the learner is paid for time 
spent in the class. When found, the plan is practically al- 



60 

ways being carried on by one of the more highly skilled in- 
dustries. 

b. As to time given to shop and school, any part-time 
plan, whatever may be the responsibility of the employer for 
his young worker, must divide shop time and school time on 
some basis. 

(1) The week-ahoui or half-time plan, in which alter- 
nate weeks arc given to each. This is sometimes called the 
two-boy plan, because it is customary to assign two boys to 
the same task or process — ^one discharging it while the other 
.goes to school in any given week and the two exchanging 
places in the next. 

Most shops, where- the work is skilled and the process or 
task requires time, use the week-about scheme because it 
avoids the shifting of boys at more frequent periods. But 
the plan requires two boys for every position formerly held 
by one, making an addition of as many more boys to the 
shop as attend the school each week. 

(2) The less than half-time scheme — ^Wherever the em- 
ployer arranges his wor]<: so as to give less than alternate 
weeks to the school. These plans are varied. Sometimes the 
learner has eight hours each week at the school. In some 
cases, five hours per week, and in still others, from two to 
four hours. The laws of Wisconsin and Ohio now require 
certain young people between fourteen and sixteen to give to 
the school each week not less than five hours out of their 
working time. 

It may be stated with certainty that as you decrease the 
number of hours given to the school you decrease the diffi- 
culty of securing additional help, but increase the difficulty 
of organizing the plant so as to permit shifting bodies of 
workers to attend classes. 

c. As to the enforcement of the plans^ — 

(1) Voluntary part-time schooling contents itself with 
providing the school to give the work and persuading em- 
ployer, parent and children to co-operate with the school 
authorities. Sometimes in such schemes the employer, after 
entering upon an arrangement with the school authorities, 
requires some or all of his young workers to take the train- 
ing by making attendance upon the school a condition of 
employment. 



61 

(2) Compulsory part-time schooling occurs when the 
yonth wlio has gone to work is compelled by law to give a 
part of his time to Lhe school. This is best accomplished by 
requiring the employer who has his services to arrange for 
time off for the class and for the child to attend it. 

There are two State schemes of compulsory part-time 
training in operation in this country. Wisconsin makes it 
compulsory for all employed children between fourteen and 
sixteen years of age to attend school for their benefit for at 
least five hour? during the week. Ohio, by a sort of refer- 
endum,, has mnde it possible for the local school authorities 
to set up classes designed to meet the needs of a group of 
young workers upon whom attendance for not less than five 
nor more than eight hours becomes obligatory. 

\Yhat will the part-time school, including evening schools, do 
for Indiana ? 

a. Remove illiteracy. 

b. Extend general education. 

c. Train for intelligent citizenship. 

d. Discover taste and ability. 

e. Give industrial insight and power of growth. 

f. Reach neglected groups. 

g. Bring new methods of dealing with those who have failed 

to profit by the old. 

h. Make work purposeful. 

i. Reduce hours of employment. 

j. Bring to employers a new sense of responsibility for the 
welfare of workers. 

k. Give workers greater interest and ambition in their call- 
ings. 

1. Improve the labor asset of Indiana. 

ra. Train foremen for her industries. 

n. Put more brains and skill into her output. 

0. IVleet the high cost of living for the worker by a larger 
and better output and an increased wage income. 



- ' ' 62 

Pi\RT-TlME EDUCATION IN AGRICULTURE. 

Wliat has been said concerning part-time work in the industries 
applies even more directly to agriculture. 

This industry is one of the best for the application of part-time 
work because all boys and girls who attend school in the country 
have a round of farm and home duties which serves the purpose 
for practice. The farm is also to a large degree a seasonal occu- 
pation, which leaves several months in the year largely free for the 
boys to pursue further work in the schools. In times past it was 
u«!ual to find the schools filled during the winter months with 
grown-up boys who worked on the farm during the summer and at 
least a part of the time while in school. 

This circumstance offered an excellent opportunity to the 
schools to supplement the work of the farm with further schooling, 
directly related to the vocational needs of the boys. 

But the education was largely academic, had no relation to the 
vocational needs and interest lagged. Today the boys leave school 
in the country quite as early as in the city. There is now very- 
little of the old-time winter school where grown-up boys attend. 
The cause may be traced directly to the lack of co-ordination of the 
school work with the practical interests of the boys. 

The Commission believes that a system of part-time schooling, 
which shall give attention to the scientific facts of agriculture and 
related industries, and be related to the practice of the farm, will 
stimulate the interest of the boy in the work of the farm and the 
work of the school. 

Such a school will become the center for the community interests 
and needs. The boys will find there a practical supplement to their 
work and will discover that the work of the farm has a new and 
fascinating interest when coupled with the principles of science 
upon which it is based. They will discover that agriculture, instead 
of being drudgery, is in reality the most scientific vocation in the 
world, involving a wide range of knowledge of many sciences and 
responding in increasing returns to the application of the things 
they learn. 

There will be little danger of the boy leaving the farm when he 
is educated to see the scientific side of agriculture. 

The part-time plan should take in all workers, no matter what 
their age. The practical farmer should get the things he needs to 
know as well as the boy who is just learning the business. The 
housewife and daughter, too, should have the opportunities opened 



63 

up to them to study the subjects related to their daily work in the 
home and on the farm. 

How can this be done in the rural districts ? 

The widely scattered population renders the problem somewhat 
difficult and yet the closeness of interests and of aims simplifies it. 
In the city industrial schools a wide range of possible vocations 
needs to be provided for; in the country there is just one with its 
related fields. 

Where the schools have been consolidated, or where there is a 
township high school, the work can be carried on there by the in- 
troduction of special courses in agriculture, horticulture, home 
economics, stock feeding, poultry raising, etc., designed to be of the 
most intense practical benefit. Such a school should have a good- 
sized demonstration farm, which should be used to demonstrate the 
ordinary things by which the people of that community can profit. 
The director in charge should supervise the agricultural work in 
the grade schools and at the same time be at the service of the 
whole community in helping to solve the ordinary scientific prob- 
lems of the farmers. 

Where the schools are not consolidated and no central school 
exists, the work might be carried on by the township or by a com- 
bination of townships through a central demonstration farm and 
by the supervision of the Avork of the schools by the director in 
charge. 

EVENING SCHOOLS. 

A brief survey of the educational problem as it relates to in- 
dustry Avill at once show that many different types of schools are 
needed to meet all of the requirements of industry and at the same 
tirae offer equal opportunities to all without regard to their place, 
to become more eflicient workerj^ and more intelligent citizens. 

The day industrial school and the part-time schools will do their 
work, and as the experience gathered from them grows the number 
of persons whom they will reach directly will increase. But at best 
they can not solve the whole problem. Young people will often 
neglect their opportunities. The desire for the wage, stern neces- 
sity and, in some cases, pure indifference, place many at work be- 
fore they receive the advantages of industrial education offered in 
the day and part-time industrial schools. Their awakening comes 
too late and if they are thereafter to get any further education it 
must come through the evening school, public or private. 



64 

Evening schools have had a remarkable growth in this country. 
Approximately 375,000 were attending the evening schools in the 
United States in 1910, while another 125,000 were attending Y. M. 
C. A. and private institutions, to say nothing of the thousands who 
were getting their after instruction in correspondence courses. 

Indiana has not shared to any extent in the movement for pub- 
lic evening schools. Only a few cities are maintaining night schools, 
and these largely to give instruction in the English language to 
foreigners. 

Ix is the general consensus of opinion that evening schools are 
not suitable for young people. The physical strain is too great and 
the example of tired teachers teaching exhausted pupils is not edi- 
fying. 

The evening industrial school should be primarily for grown 
men who come back to the school to supplement their work with 
such courses as will enable them to be more efficient in their pres- 
ent work or which may open the way out to broader efficiency in 
other or related work. 

When industrial day schools have been established, the problem 
of equipment for evening schools is solved. The shops and equip- 
ment can be made to do double duty. Some of the teachers may 
also be used for the evening instruction, but it must be borne in 
mind that the evening school needs wide-awake, active teachers who 
are not exhausted by the work of the day. 

As outlined by JMr. C. A. Prosser, Secretary of the National So- 
ciety for the Promotion of Industrial Education, the best features 
of an evening school are : 

1. A preliminary search for industries and occupations for 
which the school could give help. 

2. Help from practical men in finding out what things of 
knowledge or skill are needed in the industry or occupation. 

3. Organization of unit courses which consist of one bit of 
knowledge, skill, device or training which a group of workers need 
to help them in their work as the next step forward, such as blue- 
print reading for carpenters or plumbers, machinists, patternmakers 
or any other group whose work was such that the blue print was 
their A, B, C of the language of the trade. Among other such 
short unit courses might be shop arithmetic for machinists, car- 
penters, patternmakers; stair building, roof framing, the use of 
the carpenter's square; running a milling machine for a man who 
knows only how to run a planer, etc. 



65 

4. The length of course has nothing to do with the matter. A 
course might be one night, ten nights or fifty nights in length. It 
should always give a definite thing which the workers want. A 
series of courses of this kind might well be likened to a continuous 
vaudeville performance, each worker coming in and getting what 
he wants and leaving when he gets it. 

5. Experienced teachers of recognized trade standing who can 
command the respect of the workers and give them what they lack. 

6. Necessary equipment of room, teachers and machines if nec- 
essary. 

7. Advisory committee of employes and employers who have 
had actual experience in the occupations taught to give advice and 
suggestions to the school authorities in carrying on each such even- 
ing school or center. 

8. Listing and publication of all possible lines of training 
offered in the evening school with a foreword announcing the will- 
ingness of the school authorities to give any other courses for which 
there is a demand on the part of not less than ten workers. The 
distribution of these circulars in every place where men congre- 
gate, ill shops, Y. M. C. A., parochial clubs, recreation centers, etc. 

9. Week of preliminary registration during which teachers are 
ready to consul I with workers about what they should take in the 
school. It should give the worker what he wants as much as pos- 
sible rather than what it thinks he ought to want. The organiza- 
tion at the close of the week, of such courses as are justified in the 
light of the demand on the part of the worker. 

Such a program would do two things of prime importance : 

First. It would put the school authorities in touch with a 
wide range of industries and occupations and make them under- 
stand their needs. At the same time, it would interest these indus- 
tries and occupations in the work of the school. 

Second. It would bring to the attention of ma,ny men the pos- 
sibility of advancement through short practical courses in the 
school. It "^ould open up new opportunities to men Avho have come 
to believe that the door of opportunity is closed. 

The success of evening schools depends upon their being prac- 
tical. While there has been moderate success in the evening school 
in a more or less general way, it is nevertheless true that it has 
failed to reach the people who need it most. The evening school 
should be directed largely toward the needs of those people who 
have never been reached and who can not be reached by the gen- 

5—30243 



66 

oral course in mathematics, science and drawing in the usual high 
school. 

To get this class of workers it must be certain that the work is 
practically related to his needs and not beyond his abilities. He 
should be reached through groups of people in similar circum- 
stances; people who have about the same schooling, about the same 
amount of ability and of skill on the job. 

It is necessary that his time be conserved. There should be 
little waste in general work which holds him too long without im- 
mediate practical benefit. 

The need for the evening school is greatest at this time in this 
country. It helps to bridge over the chasm which has been formed 
by the lack of industrial education in the past. With a wise sys- 
tem of industrial education in day and part-time schools, the need 
for every evening school will gradually lessen. In Germany they 
are practically suspended by the continuation schools. The even- 
ing school may be an imperfect and a temporary agency, but it is 
nevertheless the only agency to do a large part of the work which 
needs to be done. 



ADMINISTRATION. 



AUTHORITY TO ESTABLISH. 

Some questions have arisen in different places in Indiana 
whether there was any authority in law to establish vocational 
schools or even to provide for manual training, domestic science 
and agricultural work. The State Legislature has by express grants 
to certain sized places to establish such schools, seemed to give the 
inference that there was no general authority to establish such 
work. 

All doubts should be removed by the granting of authority to. 
establish vocational schools and departments for manual training, 
domestic science and agricultural work. 

STATE SUPERVISION. 

The Commission recommends that the system of vocational 
schools be placed under the supervision of the State Board of Edu- 
cation and that the board be modified to meet the demands which 
the new form of vocational education will bring. 

The proposed organization of the board would place upon it 
tlu*ee persons of known interest in and sympathy with vocational 
education, including a representative of employers and of employes. 

The Governor is made the appointing power for all but the ex 
officio members, and, in view of the enlarged power of appointment, 
he should not be a member. The term of office is made four years 
and the permanence of the organization is effected by making the 
terms of office expire at different times. 

The Superintendent of Public Instruction is to be the president 
and executive officer of the board to carry out its plans and recom- 
mendations. At the same time the board of education should be 
relieved of all detail work, such as high school inspection, in order 
to be free to give their full time to the formulation of policies, 
I)]ans, etc. The appointment of a high school inspector would not 
only be a wise step but it would result in saving the State several 
hundred dollars, as shown by the expense of the board members in 
inspecting high schools, compared with the probable cost of a single 
paid inspector. 

The work of the board in supervising industrial and agricul- 
tural education would necessarily require the appointment of depu- 

(67) 



68 

ties capable of dealing with the large problems which the new form 
of education would bring. The success of the w^hole plan for vo- 
cational training depends upon the deputies under whose hands 
the movement will be guided. The Commission provides for one 
deputy who is to act as a deputy of the State superintendent in 
aiding the advancement and supervising instruction in industrial 
and domestic science schools. A second assistant is provided to 
serve in a dual capacity at Purdue University and as an agent of the 
State superintendent in advancing and supervising vocational edu- 
cation in agriculture. 

These deputies will need to be selected with particular reference 
to their fitness to plan out and carry forward the program of voca- 
tional education M^hich has been outlined in this report. There 
are many problems to be solved, and the most painstaking study 
and investigation will be needed to approach the ideal of universal 
education. The test of the State's ability to carry forward this 
program will come in the largeness of view and consistency of ef- 
fort displayed by the officers in charge of the work for the State. 

Local supervision in the counties will necessarily be directed 
through the office of the county superintendent. It will be necessary 
eventually to provide for expert assistance to aid the county super- 
intendent in the enlarged work of the schools. 

The Commission recommends also that a county agent of agri- 
culture be provided to do the immediate work of advancing agri- 
culture in the counties. The work of the schools will be for the 
future, but there are imraicdiate pressing needs and immediate 
action is imperative. 

We cannot view the low yield of our farms and their deteriora- 
tion with anything but alarm. 

A county agent would be the adviser of the farmers on their 
practical problems of soils, fertilizer, rotation of crops, etc. ; he 
would cooperate with all movements for the arousing of interest in 
the farm community and would aid the teachers in the public schools 
with practical demonstration,- he might well be employed in con- 
nection with the county poor farm in developing there a model 
farm. 

There are endless ways in which the work of the county agent 
would bring direct returns to every farmer of a county. The es- 
tablishment of such an agent with the cooperation of the counties, 
fits into the larger movement which is bound to come when the 
federal government will support liberally secondary education in 
agriculture in the schools and in extension work. 



69 

FEDERAL AID. 

There is a well considered effort to have the federal government 
iiid in promoting both industrial and agricultural education. There 
is a general recognition that the problem is national as well as 
State and local and that the cooperation of all is necessary to ac- 
complish the results so needed. Whatever aid is given by the fed- 
eral government mil likely be given only on condition that the 
State set up the requisite machinery, and furnish part of the fund. 

The plan worked out by the Commission has been devised to co- 
operate with, the probable action by the federal government and 
the adoption of the plan will place this State in a position to ac- 
cept the federal grants at once. 

STATE AID. 

The practice of giving State aid to education has been general 
in this State and throughout the country. The school funds dis- 
tributed each year by the State to cities, towns and townships 
amounted last year to $3,209,505.16 to aid in general education. 
The same practice prevails in nearly all States. It is a recognition 
of the duty of the State to provide education and in this State a 
fulfillment of the constitutional mandate that "it shall be the duty 
of the General Assemblj^ to encourage, by all suitable means, moral, 
intellectual, scientific and agricultural improvement. ' ' 

In all States where vocational education has been established. 
State aid has been granted, and in most cases this equals one-half 
the total cost of maintenance or two-thirds the cost of teachers. 

It is a recognition that an educated citizenship is a State and 
not merely a local asset, and an uneducated citizenship is a State 
and not merely a local menace. 

The benefits of all education accrue to the State instead of the 
localities. Especially is this true of vocational education. A city 
or town may tax itself to educate vocational Avorkers only to see 
them drawn to other cities by alluring employments. In all States 
v,here vocational education has been provided the State pays a pei' 
cent, of the cost. In keeping with actual conditions and following 
the well established policy of this and other States the Commission 
has provided for State aid for vocational education to be given only 
for schools and courses which are approved by the State board. 

To lay the foundation for the future efficiency of vocational 
education a small tax of one cent on every hundred dollars should be 
levied to pay the State's part and create a sinking fund for future 
usie. 



70 

TRAINING OF TEACHERS. 

Three classes of teachers will be needed to carry out the new 
forms of education in their completeness. 

1 . Elementary teachers of agriculture, domestic science and 

industrial subjects. 

2. Trade teachers of practical experience and general quali- 

fications. 

3. Supervisors and superintendents capable of planning the 

work and keeping it on the highest plane of educa- 
tional and practical efficiency. 

1. The State University, Purdue University and the State 
Normal can readily enlarge their facilities for training teachei^ 
for elementary positions if given additional support by the State. 

The provision that all teachers required to teach elementally 
agriculture, domestic science and industrial work, shall pass an ex^ 
amination by the beginning of the school year 1915, will make it 
necessary for provision to be made to give ample opportunity to all 
to get the necessary instruction. So far as possible this training 
should include simple demonstrations adaptable to the kind of 
work they will be required to do. 

2. Trade teachers for part time and evening schools require 
different kinds of preparation, and experiment only will show what 
Icind of training is best. Such teachers will need to have trade ex- 
perience and standing and general qualifications for teaching. 
1'here are no existing institutions for training such teachers. The 
diversity of preparation needed, makes it impossible to set definite 
standards. 

The widest latitude should be given to the State board to work 
out a system of certification which will fit the special needs of dif- 
ferent vocations. Under their direction, experiments in training 
such teachers might well be undertaken by the educational institu- 
tions of the State. It is probable that the larger part of such teach- 
ers will be found in the trades. These must be given a chance to 
develop the teaching side of the work through special preparation. 

3. The training of supervisors and superintendents is; essen- 
tially the problem of the higher institutions of lea.ming. Such 
teachers need special qualifications and wide training so as to be 
able to guide the movement to its fullest efficiency. The introduc- 
tion of vocational work requires a study of the possible education in 
hundreds of different lines. Investigation of the conditions in 
industry and of the vocational needs of the employes, is the province 



71 

of the trained supervisor. The school of education at Indiana 
University and the technical and agricultural departments in Pur- 
due will be able to develop those lines of research necessary to an 
understanding of the educational problems arising- out of industry 
and encouragement should be given to them to do so. 

GRADUATE WORK IN EDUCATION. 

The professions all began with the "cut and try" method. 
That is, those engaged in the different professions worked for a 
long time without guiding principles or adequate means of testing 
results. 

In medicine, for example, anyone, not so very long ago, might 
enter upon the practice at will. By reading and experience a man 
of fair general intelligence could usually "build up a practice." 
A few years ago a law was passed in Indiana which requires a 
physician's license after a successful examination as a prerequisite 
to the practice of medicine. 

But the great advance in combating disease has been made, not 
in the field of practice, but through scientific investigation in the 
laboratories of higher institutions and private individuals, and by 
men who have devoted their time and energy to the solution of 
problems vital to the physical welfare of mankind — men like 
Pasteur of France ; Ehrlich of Germany, the discovery of 606 and 
whose work on immunity is meaning so much to human life; Dr. 
Alexis Carrell, in America, whose work at Rockefeller Institute has 
won for him the Nobel prize. 

The rapid advances now being made in agriculture are due 
mainly to the work of specialists who are making scientific investi- 
gations in well equipped schools^ — such work as is done by the U. 
S. Department of Agriculture and by schools and departments of 
agriculture in many universities. 

We are now entering in America upon the higher scientific in- 
vastigation of educational problems. Universities are establishing 
schools to accomplish for the practice of teaching what the medical 
laboratories have done and are doing for the practice of medicine, 
and the schools of agrieulture for practical farming. Thus we have 
the place of the graduate school in education. 

Because of the complexity of human mental life as it manifests 
itself in development, education is the most difficult of the fields 
of scientific investigation. This, with the fact that there has been 
less scientific investigation in the field of education than in the 



72 

other sciences, makes it doubly important that the scientific investi- 
gation of educational problems be made in specially equipped 
schools. 

1. Superintendents, supervisors and special teachers must be 
educated to lead in the public work of the State. The graduate 
school must, therefore, furnish equipment and direct the study and 
investigation of its students in all problems pertaining to the 
acquisition of learning, child welfare and development, vocational 
guidance, administration, etc. The introduction of the new sub- 
jects^ — domestic science and vocational education, into the public 
school curriculum makes such study all the more imperative and 
more deeply significant. 

We are, as yet, only in the A-B-C of education. We do not 
Icnow in any adequate way how children normally develop. We' 
do not know what factors operate to help or liinder their growth 
and development. We do not know how children actually learn 
what we attempt to teach them. We have not determ.ined the 
J'actors which help or hinder this learning process in general or in 
a specific case. We have not yet determined the laws and prin- 
ciples involved in the various forms of skill. We do not know the 
laws governing human efficiency, mental adaptation or invention. 
We have not yet discovered a way of testing the results of the 
teachers' work in any adequate way. We have not been able to 
analyze the incentives to study. 

The great waste in the quantity and quality of the work of the 
teacher, and in his time and expenditure of energy is generally 
recognized. This waste means, of course, a corresponding waste in 
fiuantity and quality of work and in time and energy of the pupil 
all through his life. 

It is the work of advanced study in education to make possible 
Ihe greatest economy in the quantity and quality of work and in 
the time and use of energy of its future citizens. 

2. Like the higher institutions in medicine and agriculture the 
gi-aduate school in education must carry its work and the results 
of its work directly out into the public schools of the State. This 
can be done in a number of Avays. Among these ways the following 
are mentioned: 

a. By investigation of all phases of educatici, including in- 
dustry and experiment out in the public schools of the State under 
the direction of the graduate school. 

b. By extension courses given in lectures to teachers' bodies 
in th^ Stp-tCf 



73 

c. By correspondence courses. 

d. By conferences with superintendents, county superintend- 
ents, high school teachers a-nd special teachers both in the field and 
at the University. 

e. By establishing model schools for inspection by superin 
tendents, supervisors, teachers, et al. 

f. By gathering together information from all educational 
sources and publishing the results of study and investigation for 
distribution among the teaching force of the State. 



VOCATIONAL GUIDANCE. 



''He therefore sometimes took me to walk with him and see 
joiners, brick layers, turners, braziers, etc., at their work, that he 
might obscure my inclinations and endeavor to fix it on some trade 
or other on land." This is the vocational guidance which Benjamin 
Franklin's father gave him. The youth of today are not given 
as much time by their parents as Franklin was given by his father. 
This age is too busy. Children are left to the care of teachers and 
servants. The vast majority of our people enter upon their careers 
as bread winners without guidance. Chance has the upper hand 
and mars or makes the fortunes of many of our people. 

Minute divisions of labor, specialization of a high degree leaves 
the average worker largely in ignorance of the steps which pre- 
cede or follow his own particular operation. He does not get a per- 
sonal view of the large scope of work in which he is a unit. Com- 
merce and the professions are as specialized as the industries, and 
as completely in the hands of specialists. 

The making of a car, the printing of a book, or the manufacture 
of a shoe, involves numerous operations, likewise the management 
of a factory, of a bank, or of a mercantile establishment,, is so 
specialized that no operator ever sees the entire scope of one of our 
great industries. One store in Chicago has departments in which 
the clerks of other departments have not been, even after years 
of service in that store. One operator of a machine in a large 
factory in Indiana, after having spent five years at one machine, 
quit without having been in any of the numerous departments of 
that plant. 

So intense is the rush of business and so preoccupied are the 
people that little time is taken to consider the "stumblings and 
gropings of our bewildered youth. ' ' Into such a maelstrom Indiana 
annually pours thousands of boys and girls, trusting that the tide 
of opportunity may toss them into some successful business. Dr. 
Bloomfield, in his "Vocational Guidance of Youth," speaks as fol- 
lows : 

"What becomes of the youing multitude sent out to cope with the 
new conditions of self-support? Whose business is it to follow up 
the results of this transition from school to work? Whose business 

(74) 



75 

is it to audit our social accounts, and discover how far our costly 
enterprises iu education, the pain, the thought, the skill and the 
sacrifice we put forth with the growing generation, are well or ill 
invested in the field of occupation? These are vital questions, and 
perhaps the most vital is how far the work our children turn to 
is the result of choice, accident, or necessity. The higher training 
schools are as profoundly concerned in this problem as are the 
elementary schools. The well-to-do are no less affected than the 
poor. Until society faces the question of the life careers of its 
youth, the present vocational anarchy will continue to beset the 
young work-seekers. Wasting their golden youth, they discover 
too late how much a helpful suggestion at the critical moment might 
have shaped their destinies. They are unhappy and discouraged, 
and hence the pitiful letters written to those who care about their 
problems, from men and women who realize too late the reason for 
their futility as workers." 

The people of Indiana have been slow to recognize that the 
guidance of a successful choice of life work would be an enormous 
saving of energy to the State ; that the first prerequisite to good 
citizenship is successful business careers ; that the material advance- 
ment is basic to and necessary for any high cultural attainment. No 
work in Indiana can be done with so little outlay of money, with so 
great a return, as vocational direction. This work has been done 
successfully in a large number of States in the Eastern United 
States, especially in the city of Boston. One Indiana school system 
has established a vocational bureau and employed an expert voca- 
tional director. The following is quoted from a bulletin published 
by that school system : 

Vocational Guidance. 

"That parents and childreji may choose intelligently a vocation, 
the school furnishes the following information : 

The industries of the community. 

Number of persons, male and female, employed in them. 

Wages or salaries paid to various groups. 

Opportunities for advancement. 

ICours of labor. 

Opportunities of becoming skilful in a line of work. 

Chance of securing positions elsewhere should the establishment 
suspend operation, or the persons move from the vicinity. 



76 

Danger of injury or occupational disease. 
Permanency of employment. 
Sanitary conditions, 

Eestricticns placed by labor organizations and others on can- 
didate. 

Necessary qualifications of applicants for positionss. 

How training to meet these qualifications may be acquired. 

Method of applying for positions. 

*' Conferences are held with the students in the grades and high 
Sichool, relative to what they wish to do. The teachers are instructed 
to watch carefully, and if possible, discover the general tendency 
<of pupils and report the same to the vocational director iTpon grad- 
uation or withdrawal of the child. Literature relative to the vari- 
ous vocations, to the nature of the work, to opportunities for ad- 
vancement in the work, and all fonns of general information, is 
placed accessible to the students at any time, and they are encour- 
aged to read the same. 

Employment Bureau. 

"To enable persons to find work for which they are fitted, and 
to assist employers to secure competent persons to do their work, 
the school maintains an employment bureau. Students who de- 
sire positions and those prepared for better positions than they are 
now holding, are registered by their bureau and their qualifications 
are carefully investigated. Their entire school record is examined 
to see if the persons have any particular qualities which would fit 
them for any certain line of work. Whenever it is practical, the 
parents are consulted regarding the child, their desires concerning 
him, his ambitions, etc. 

'■'Manufacturing and commercial establishments notify the em- 
ployment bureau of vacancies, the necessary qualifications of ap- 
plicants, wages, etc. The Bureau then endeavors to place the per- 
sons in the positions for which they are best fitted and in which 
they can do the most, both for themselves and their employers. 

' ' In this way the school is in. a position to place its most capable 
pupils in the best positions and thus encourage honest effort in the 
school work. • ' 

The mass of boys and girls who leave school at fourteen to take 
up industrial work do so with little idea of the opportunities for 
a life work. They usually take the highest immediate wage without 
reference to ultimate advancement. They drift about from one 



77 

occnpation to another as fancy impels them, getting no special 
training and developing a thriftless habit. Statistics show that the 
boys who leave school under these conditions change their occupa- 
tion on the average once every four months. 

This is an alarming state when we think of the boys' future. 
With no training for a steady, permanent position, they are doomed 
to drift all their lives. Some, by chance, hit upon the thing they 
are suited to do; others find permanent work which may be toler- 
able, but not satisfactory ; others still may be wholly misfits. All 
would have been able, with proper guidance, to have found a more 
efficient life work. 

Vocational gaiidanee does not mean selecting a pursuit for a child 
rtor finding a place for him. It means rather leading him and his 
parents to consider the matter themselves, to study the child's 
tastes and abilities and decide what he is best fitted to do. 

A wise choice of what the youth is best fitted to do presupposes 
a knowledge of the difi:'erent kinds of work to be done. No person 
can choose a life work suited to his tastes and capabilities intelli- 
gently unless he knows what the different pursuits require in thei 
way of preparation, ability, etc., and what they offer in the way 
of permanence, steadiness, pay, conditions of entrance, kind of 
work and opportunities for advancement. 

Those who have come in contact with youth in helping them, 
solve their vocational problems must be impressed with two things : 

1. The uninformied, haphazard way in which youth take 
up life work. 

2. The inadequate means of information about the dif- 
ferent industrial, business and professional pursuits. 

It is the function of vocational guidance to supply the informa- 
tion and try to make the choice more serious and thoughtful. 

The Students' Aid Committee of New York City, under whose 
lead vocational guidance was taken up in that city, stated their 
object as follows: 

' ' In order that local committees and the teachers of the several 
schools may be better prepared to help pupils who leave school to 
fit themselves to their environment, the general committee has 
planned to collect and make available information regarding — 

" (1) The necessary and prescribed qualifications for entering 
the skilled trades and learned professions in this city. 

"(2) The opportunities which are furnished to the young 
people of this city for acquiring these necessary qualifications, the 



78 

time usually required, and the expense to the individual of qualify- 
ing himself. 

"(3) The restrictions which are placed by labor unions and 
professional bodies upon candidates who desire to enter the several 
skilled trades or professions. 

" (4) The average remuneration and the relative permanency 
of employment which a properly qualified person of either sex may 
expect in each of the skilled trades, the learned professions, and 
the commercial pursuits in which young people are usually em- 
ployed. ' ' 

In order to make the information more serviceable leaflets were 
issued on different vocations to direct the thought of the youth to 
the problems of choosing a vocation and preparing for it. The re- 
sults of the work are described in a report of the United Statc-s 
Bureau of Labor : 

"A strong effort -is made to counteract the restlessness and im- 
patience for immediate gains which frequently prompt young people 
to quit school and enter some 'no-thoroughfare' occupation, even 
when necessity does not compel such a move. Lectures, personal 
conferences, and other devices are used for this purpose. As one 
means to this end, tables have been prepared for distribution 
throughout the elementary schools showing the money value of a 
high-school and of a college education, as compared with an ele- 
mentary education. The average earnings of the unsldlled laborer 
are compared with those of the skilled workman and of the pro- 
fessional and business man. Similar comparisons are made for 
girls. A calculation is made in each case of the sum which, invested 
in an annuity, would produce this annual difference in earnings, 
and due emphasis is placed on the fact that this sum represents the 
cash value of the additional education and training the skilled 
worker has secured." 

The practical manner in which this material is presented is 
shown by the following quotation from Choosing a Career^ for 
girls : 

"A young woman who leaves school without any special train- 
ing cannot earn much more than the cost of living for the first few 
years. In estimating the cost of a special education the student 
must consider the time required, her living expenses during that 
time, the cost of tuition, and the necessary incidental expenses. A 

'Choosing a Career, a circular of information for girls, published by the Students' Aid Commit- 
tee of the Hi?h School Teachers' Association of New York City, 1909. 



79 

study of the catalogues of the special schools will enable the stu- 
dent to estimate tlie cost of a special education. 

"A few examples are given herewith to indicate how students 
may estimate the value of an education. 

"I. The average annual earnings of women over sixteen years 
of age in the shirt factories of New York is $327 ; the average earn- 
ings of over 300 stenographers employed in. the several departmentsi 
of the city governments of which the pay rolls were examined was 
$954. These women secured their appointments because of their 
special training. Their income from their work is over $600 a 
year more than is the income of the factory women referred to. 
At the age of twenty-five a woman can also secure such an annual 
income for life by a cash payment of $12,000 to a life insurance 
company. This means that a thorough training in English, stenog- 
raphy and type\^Titing is worth as much in this market as the an- 
nual income of $12,000. 

"II. The average annual earnings of 401 nurses in the city 
service is $760. The average annual earnings of over 12,000 women 
making women's clothing, according to the Census Bureau, is $398. 

"The four years spent by a girl in high school and the two 
years in a nurses' training school enables her to^ earn $362 a year 
more than the sewing women earn. The sewing woman could in- 
crease her annual income by $362, if she would buy an aainuity in 
a life insurance company which would bring her $362 a year. This 
annuity would cost her over $7,000 in cash. The special training 
of the nurse girl must be worth this $7,000. ' ' 

A considerable work is done in placing students who are ready 
or obliged to leave school, although both teachers and committee 
look upon this as a somewhat subsidiary branch of the work. It is, 
they say, "but a comparatively small number who need help of this 
kind. For the larger number it is not so much that they need help 
in securing employment as that they need advice in wisely selecting 
their work and oversight in working out their vocational aims." 
The purpose is to keep in close touch with the students who are 
I^laced, as well as with those who are advised, through the period 
of adjustment to their work, to counsel and help in case of diffi- 
culty, to keep the student informed of opportunities for increasing 
his efficiency or adding to his educational or vocational equipment, 
and to incite him to avail himself of such opportunities. 

One of the most striking features of the work is the way in 
which, in the execution of this purpose, the actual business, trade, 



80 

and professional life of New York is utilized as a training school. 
Ever since the work began employers applying for workers have 
been investigated and the results of the investigation carefully re- 
corded. Consequently the counselors have at their command an 
extensive knowledge of employers, the kind of help they wish, and 
the opportunities they offer. The students sent to take positions 
have been so well chosen and so carefully followed up that it is 
said that the employer who has once tried one always comes back 
for more, and as a result the counselors have no difficulty in secur- 
ing a suitable position for any pupil they wish to place. If the 
pupil can remain in school for the proper preliminary training, he 
can be put at once into a position where he can advance steadily 
in his chosen career. But if a student is obliged to- begin work 
with inadequate preparation or no preparation for the vocation 
which after due consultation he has decided upon, the counselor 
may arrange to secure for him three or four successive positions, 
each of which will furnish a part of the training needed for the 
desired career. Each is held until its contribution toward the 
necessary training has been mastered, and asi by that time the em- 
ploye is an older, more experienced, and more valuable worker 
than when he entered, the employer has no ground of complaint 
if he gives up this position to take something better, i. e., something 
which will supply another part of the well-rounded training he 
needs. MeanAvhile the counselor sees that by attendance at even- 
ing schools the academic part of his training is secured. Thus a 
boy who is forced to leave school at fourteen or sixteen may, 
through this process of guidance, find himself at maturity with a 
fair English education, an adequate knowledge of the theory of 
his chosen vocation, and a more complete and practical knowledge 
of its actual processes^ than he would have been likely to obtain in 
even the best industrial or technical schools. Meanwhile he has 
been self-supporting from the first, a considerable part of his trade, 
business or scientific training has been a contribution to the in- 
dustries or arts or professions of the city instead of a burden upon 
the taxpayer, and he has had a very practical demonstration of the 
art of finding and profiting by existing opportunities in a situation 
which at first thought seems to oifer none. Those in charge of the 
vocation work feel that the utilization of the city 's resources could 
be carried much further than is now done. The following quota- 
tion, condensed from a report of the chairman of the students' aid 
committee, summarizes the way in which it is hoped to make schools 
and employers cooperate: 



81 

' ' Tlie employers of this rapidly growing city need all the young- 
people who go out from the schools. In working out a plan to 
enable deserving young people to make immediate connection with 
suitable, profitable and promising employments, the schools will 
be able to save for education the maximum amount of the child's 
time, to minimize to the students the possibilities of misfits, and to 
reduce to the employers the loss of time which results from the 
employment of incompetents for probationary periods. By knowing 
into what employments their students are to go, the schools will 
be able to supplement the general education of the young with. 
instruction in the proper performance of the specific tasks to which 
they may be assigned, and to direct them to the places where they 
will find those evening courses which are most likely to prepare 
them for success in their assigned work. The general adoption of 
such a plan would bring about the organization of educational 
forces, the training shops of factories, the oifices of commercial 
houses of the city into a vocational university of the highest type 
W'ithout materially increasing the present outlay for education." 

The Boston Vocational Bureau works along similar lines : 

"1. The maintenance of an office, centrally located, for the 
collection and study of information concerning the various occupa- 
tions of the community. When secured, this information is. classi- 
fied and made public in such a way as to help young people, teach- 
ers and parents to understand what the occupations hold out, their 
advantages and disadvantages, and the conditions for efficiency 
and success in each. 

"2. To make clear the need of training and educational equip- 
ment for the desirable occupations, and by advice and cooperation 
to prolong the s«hool period of young people, whether by day, 
evening or part-time courses, and also to- secure other educational 
opportunities when needed. 

"3. To organize personal vocational counseling both for those 
in school and for those already at w^ork, in order to enable them 
to plan intelligently for their educational and vocational progress. 

''4. To furnish opportunities for consultation to people of all 
ages, who have personal problems concerning the trades, the pro- 
fessions, and academic or industrial pursuits. ' ' 

The bureau has investigated many occupations and has tabulated 
the information so as to make it serviceable to the counselors. They 
have found out many possibilities unknoAvn before and have placed 
this information at the disposal of the youth of the city. The work 

6—30243 



82 

has drawn the attention of employers themselves to the opportuni- 
ties they have to offer to the mutual advantage of all concerned. 

Such investigations as those in New York and Boston have been 
giving us a wider acquaintance with industrial occupations. They 
are beginning to point out the way for industrial education to reach 
all industrial pursuits. In this they are performing a fundamental 
service by broadening our conception of such education to include 
not merely the well known trades but also the obscure employ- 
ments. Such a service is necessary. Industrial education must 
be so broadened that it will not train an unduly large number for 
any trade or profession. Not all can be carpenters, electricians, 
plumbers, etc. There are hundreds of trades. Seventy-five are 
being taught in different schools in this country. The fundamentals 
of all of these trades, besides the wage earning occupations not 
designated as trades, must be studied and their possibilities shown. 
I'he plan cannot stop short of a complete analysis of industrial life 
if all of our youth are to be able to choose wisely their life pursuit. 

Each community must treat vocational guidance as a local prob- 
lem. The majority of youth will engage ultimately in the occupa- 
tions of the community. The city or town should know what those 
occupations are and the opportunities for training in them. The 
boys and girls should be encouraged in every way possible to see 
the advantage of a permanently increasing efficiency and wage 
through special preparation for some definite pursuit over the hap- 
hazard and uncertain wage and dead level of efficiency which come 
from lack of preparation. The whole range of occupations should 
be set before him in their true light, thus at least affording him 
the chance to choose wisely. 

A central state bureau is also needed in the department of pub- 
lic instruction where all of the material knowledge gathered in the 
experience of the different communities may be gathered, classified 
end made toi serve all communities. 

The whole movement for industrial education may be thus 
guided intelligently toward the goal of universal education. 



THE LIBRARY AND INDUSTRIAL EDUCATION. 



Any scheme of industrial education to be complete must take 
account of the needs of the men and women who are at work and 
who can not take advantage of evening or continuation schools„ 
These constitute the great mass of our working population. Only 
a small proportion have been educated for their work by our com- 
mon schools. The rest have left to go to work and their educations 
has stopped. To most of these industrial or continuation work will 
make little appeal but every one can be helped in his daily work: 
or in self-development through a well organized public library^ 
equipped with industrial and trade material and zealous to make 
it serve all the people on any subject. 

The public library is the great ''school out of school." It is. 
the only source of instruction for practically all of the people 
beyond school age. It can be made an important factor in extend- 
ing educational opportunities to all the people. 

The public library has been efficient in meeting the demands; 
made upon it but it has not always been efficient in helping to^ 
shape the demands so that all people will be benefited. In response 
to the needs of club women and of the schools, the public library 
has developed those phases which will meet their demands. They 
have given ample attention to history, fiction, poetry, art and lit- 
erature. No one doubts their efficient service in those fields. Again 
in response to an evident and expressed need the library has brought, 
business books to the service of business men. Likewise the doctor, 
laAvyer, engineer and other professional people have had their' 
wants satisfied where expressed. But the industrial worker has 
not been reached because he has not been in a position to know that 
the library can do anything for him. There is a traditional belief 
that the library -is a repository for the humanities, that it is pri- 
marily a place where the work of the world is forgotten in the calm 
of intellectuality. To such a place the average man does not repair. 
It makes no appeal to him, there is no point of contact between it 
and his everyday life. Here is the library's opportunity. It must 
change the attitude of the industrial worker toward it by giving 
practical, everyday service. It can not wait until he ccwnes to it, 
for not knowing, he will never come. It must go to him ajid show 

(83) 



84 ■ ■ ' ' 

wliat it can do for hira, not to interest him in a book of silly fiction 
but to answer liis trade questions in solving his daily problems. 
The library mnst first establish the connection and the rest will 
follow as a case of practical certainty. 

How can this be done "? The library must first be equipped with 
the materials useful to industrial workers— books and pamphlets 
descriptive of the industrial processes, biography of industrial lead- 
ers, trade publications, labor union organs, technical journals, cata- 
logues and anything else which may interest the tradesman. These 
should, of course, be adapted to the particular locality. If it is a 
town where a single industry predominates, the literature of that 
industry should predominate. If it is a place of wide diversifica- 
tion of industry, the scope of the library should correspond. The 
material should fit the practical needs of the average workers. It 
is useless to place on the shelves exhaustive treatises on mechanical 
engineering for ordinary machinists. Many librarians deceive 
themselves into believing they have performed their duty to the 
workingman when they have placed ponderous books on engineer- 
ing within reach and profess to be surprised at the indifference 
of the workers to their possible use. There is a mass of literature 
on almost every trade rich in inspiration and information if the 
library ^\nll only gather it and make it accessible. 

The next step in the process is to get the workingmen to use 
the library. They mil not come to the librarj^ looking for it for 
the ver^^ simple reason that they do not know it is there. The 
library must advertise. It must go out after the trade and display 
what it has to offer. 

There are various practical ways of doing this without ostenta- 
tion or ''loss of dignity." Lists of books especially timely and in- 
teresting should be published in the daily or -Weekly papers — not 
merely conventional lists of titles, but a word of advertising added 
to make the title expressive. Lists of books should be sent regu- 
larly to the trade unions relating to the particular trade and, where 
possible, published in their bulletin or other publication. The 
cooperation of manufacturers should be secured and mimeographed, 
or printed lists of books distributed in pay envelopes or printed on 
the bulletin boards. If it is a manufacturer of furniture the lists 
might relate to the history of furniture, descriptive material of 
furniture, biographical sketches of men who have made furniture 
history, technical books on woodworking, etc. ; if one employing 
a number of machinists, a similar list relating to mechanics. Much 



86 

c f tins will fnll on sterile ground, but here and there the library will 
establish a new hold. 

Tile industrial organization should be invited, to hold meetings 
in special rooms which should be provided at the library. Civic 
and other public organizations should also be induced to make 
the library their headquarters. But most useful of all the library 
might make the factories, labor union rooms, etc., branches of the 
main library and keep suitable deposits of books there all of the 
time. This reaches more directly the workers in single trades. 
Tluis a faetcr-j' employing a large force engaged in electrical work 
wouki be an effective place to put electrical literature. 

The experience of many cities in this work gives ample proof 
cf its efficiency. The useful arts departments of dozens, of city 
libraries are a constant source of help to the workers. Their quar- 
ters are crowded not with pleasure or curiosity seekers, but inter- 
ested m_en who are seeking to learn more about the trade in which 
they work or who come to read the trade literature or to solve some 
specific problem. 

The establishment of branches in industrial plants, stores, and 
organization rooms has been a constant invitation to men to find 
a way out and up by a broader acquaintance with the theorj^ upon 
which the whole trade is founded. There are infinite possibilities 
for a public library of any city to be a working factor in serving 
the men in the ranks w^ho do things as well as the men who think 
things. Wise cooperation among all factors concerned can not 
help but result in increased efficiency for the workers and for the 
library. 

It is essential in this connection to remember that not merely 
the trade workers should be served by the library but also the 
workers iu all avocations, whether they be plumbers, carpenters, 
b: okke^-'pers, salesmen, clerks, business or professional men. The 
most effective kind of education is that which clinches theory by 
practice, makine knowledge as such a living thing in the work of 
the day. The tradesman can learn more mathematics of his trade 
when he learns it in connection with his daily problems than he can 
in weeks of unrelated theoretical study. Likewise the salesman, 
clerk, bookkeeper, banker, or lawyer can learn the broader aspects 
r t his business when the theory is learned in connection with daily 
practice. 

The development of the public library as an adjunct of indus- 
trial education will become more necessarv for the efficiency of such 



86 

education when the public schools shall have taken up the prob- 
lem in an aggressive fashion. Then the library will need to develop 
cooperation with the schools on the industrial side as they have 
already done in other lines. 

In practical work no better service can be done by the library 
than in. systematically collecting and arranging for reference books, 
pamphlets, reports, etc., relating to all kinds of vocational work. 
The youth should be given a means to learn the possibilities for 
him in all walks of life in order that he may choose wisely, after 
investigation, that field which holds most promise for him for suc- 
cessful work. 

There is a large and rapidly growing mass of literature of great 
value to those who are thinking on the problem of life work. This 
should be made available through the library to all persons. 

The problem of giving a like opportunity to the farmers to read 
and study the scientific literature of farming is somewhat more 
difficult because of the isolation of the farms. But a substantial 
work has already begun in several townships in this State and in 
other States to offer the opportunity by means of library extension 
work in placing the best literature on scientific agriculture, country 
life and general works of interest to farmers within reach of the 
farmers throughout the townships. The extension of agricultural 
education in the public schools will make this library service more 
helpful and efficient. 

During the last few years an immense amount of the most valu- 
able kind of instructive literature has been published by the United 
States Department of Agriculture, the experiment stations, the 
State Department of Agriculture, and the State colleges of agri- 
culture and by organizations and individuals. Special studies of 
single problems of crops, soils, pests, etc., have been made. This 
material has not been made permanently available in the libraries, 
with the result that its usefulness has been minimized. 

The next step is to get this literature into the hands of the 
workers. The librar}^ which serves a farming constituency can do 
this at small expense and with great efficiency. 

The Commission recommends that a thorough survey of the 
industrial and agricultural needs of the community be made by 
the library and that so far as possible the best literature b© sup- 
plied for serious study as well as recreation. 



ADVANCED INVESTIGATION. 



In its larger phases, industrial education must work for con- 
servation of the human and natural resources. We are a wasteful 
people and we get only a portion of the results which the energy 
of our workers produce. For example, President Van Hise of 
Wisconsin University points out that under the most favorable con- 
ditions, the steam engine produces only about ] 5 per cent, in power 
of the heat units of the coal, and that the average practice does 
not develop more than 5 to 10 per cent, of such power. He fur- 
ther points out that only about 1 per cent, of the heat energy of 
coal is transformed into the electric light. We have just begun, 
too, to develop safety devices for the protection of workmen against 
accident and to secure proper conditions under which he works. 
A great field is thus thrown open for the study of practical me- 
chanics and for the study of the effect of factory fumes and wastes 
upon the workers. 

There are practical problems of research which might well be 
carried into hundreds of different lines. Their solution requires 
practical investigation. But attention should not be centered upon 
the practical to the exclusion of pure science. 

The problem of industrial advancement includes all phases 
even to the most abstract studies. At the very top stands pure 
science, experimenting, enlarging the field of knowledge and point- 
ing the way for practical research. 

From a bulletin of the University of Indiana, we take the 
following statements of some of the results of pure science : 

''During the middle of the last century a Monk by the name 
of Mendel spent seven years in the apparently useless occupation 
of breeding and crossing sweet peas. His results were entirely 
lost sight of until 1900. In 1900 we suddenly awoke to the im- 
portant bearings of his pure researches. Since that time experi- 
ments have been conducted, by the score to verify his results in 
chickens, guinea-pigs, mice, rabbits, wheat, and various flowers. 
The entire breeding and production of new and desirable sorts of 
fruits, grains and cattle has been put on a scientific basis. The pos- 
sibility of growing wheat in the northwest of Canada is an indirect 

(87) 



88 

sift to mankind from the work of Mendel. The crowning glory of 
his achievement in pure research is the modern science of eugenics 
as applies to man. 

"A no less far-reaching result has come from the no less in- 
nocuous-appearing studies of insects and protozoans. No more 
humble employment could have been imagined a generation ago 
than these. In a generation, among the many direct results of the 
work in the pure sciences of entomology and protozoology have 
been the following : Yellow fever has been swept from the United 
States and her possessions for good. By wiping out fevers the 
digging of the Panama Canal has been made possible, and it has 
been demonstrated that all those tropical regions of the globe 
heretofore uninhabitable may be made habitable to the man of the 
temperate zone. Until a few years agO' the grafting of tissues from 
one animal on another was confined to experiments on hydra and 
frogs. Today it is an everyday occurrence in our hospitals. 

"'A few years ago Bhrlich was engaged in the study of the 
nerves in lower animals. He experimented with various drugs to 
stain and make apparent the otherwise scarcely visible nerves. His 
studies led to the discovery of a quick and efficient remedy for 
sj^hilis. 

' ' The most dreaded disease, the one hitherto most insidious and 
hardest to cure, has suddenly been made easily curable. 

''But as Professor Ijyons points out, the work of Ehrlich would 
not have been possible if it had not been for other researches in 
chemistry. Professor Lyons reports, 'About 1850 Bunsen made as 
laboratory curiosities the first organic arsenicals: the Kadodyl 
compounds. 

" 'Koch, in 1898, found one of these compounds, Atoxyl, to be 
a specific for sleeping sickness and Ehrlich was indirectly depend- 
ent upon the methods and results of Bunsen in the preparation of 
his arsenical specific for syphilis. 

" 'The field of rare ear-th chemistry, first opened by Berzelius 
in his laboratory in Stockholm and pursued during a century by 
research chemists in all parts of the world, has culminated in the 
Welsbach gas mantle. 

" 'Sir William Tiamsey in 1895 discovered the inert gas Neon 
in the atmosphere (0.015 in 1,000 volumes of air). In laboratory 
experiment it has been shown that electric discharges in neon gas 
are twice as efficient as the best tungsten lamps now available. 



89 

" 'Neon may now be had in quantity from liquid air and the 
neon lamp may be expected in the near future to revolutionize our 
system and cost of lighting. 

'' 'Becquerel devoted himself to the study of uranium oxides. 
His results led the Curies to, discover radium, probably one of the 
greatest discoveries ever made, even when viewed from the prac- 
tical standpoint only. 

" 'Galvani got tAvitchings in the legs of frogs and was laughed 
at. The electric shock which caused the twitching of the frog leg 
lights and moves the world and has annihilated space, over which 
man is now able to communicate. 

" ']\Iaxwell, an apparently very impractical man, was always 
concerned with differential equationsi and dielectric displacements. 
The results of Maxwell's pure researches in mathematics led Hertz 
to discover electric waves, which inventors have put to use in wire- 
less telephony' and telegraphy. 

" 'Professor Crookes made and worked with vacuum tubes. 
No one would have dared to predict the possibility of anything 
practical coming from such, tubes. Roentgen used the tubes and 
found something very practical, the X-rays. 

" 'Faraday worked with coils of wire and magnets and galva- 
nometers and discovered the principles of the dynamo and motor, 
and these have revolutionized the world. 

" 'Why multiply illustrations? In the field of physical sci- 
ence 95 per cent, of all the discoveries ever made were made by 
college or university professors working in college or university 
laboratories, and in nearly every instance these discoveries have 
been given free to the use of the public. The inventor usually 
gets the honor and the reward. Talk about electricity and most 
people think of Edison. But one can not talk intelligently about 
electricity without saying something about the Ampere, the Volt 
(a), the Ohm, the Gauss, the Weber, the Henry, the Farad (ay), 
the names of all these units bearing mute evidence of the fact that 
the science of electricity was originated by and has been devel- 
oped by university men. 

" 'Great commercial companies are waking to the fact that 
the results of research work are of enormous practical value, and 
so they are establishing research laboratories of their own and 
em.ploying in them the best trained men the universities afford — 
not engineers or inyentors, Unless uniyersities in large numbers 



90 

provide better laboratories and pay better salaries, the discoveries 
of the future — many of them, perhaps most of them — ^will be made 
in the commercial research laboratories of great corporations and 
the public in the end will pay the cost, and more. People are now- 
paying the price in the ease of the tungsten lamp, which is the 
product of one of these laboratories. Half the cost of the lamp 
goes for royalties and extortionate profits. For a State to estab- 
lish and maintain research laboratories is a measure of self- 
protection.' " 



Appendices. 



(91) 



Digest of Laws Relating tojindustrial Education. 



Connecticut. 

The system in Connecticut is different from the other States 
in that the State establishes and maintains trade schools entirely 
at State expense. The State board was directed to establish two 
snch schools. Local authorities may grant additional aid. 

Day, part-time and evening classes are provided for. 
Laws 1909, Chap. 85. 
hidiana. 

This State does not authorize all cities and towns to maintain 
industrial and trade schools. An act of 1891 authorized cities of 
more than 100,000 population to maintain industrial and manual 
training and to levy a tax for support. 
Laws 1891, p. 348. 

A special act applying to cities of from 30,000 to 36,500 author- 
izes the maintenance of industrial and manual training. 
Laws 1903, p. 417. 

Night schools are authorized in cities of more than 3,000 popula- 
tion. No requirement is made for industrial training. 
Laws 1911, p. 641. 

Cities of over 200,000 are authorized to acquire and maintain 

trade schools and levy a tax of 3 cents on every $100 of taxables. 

This act was intended to authorize Indianapolis to take over Winona 

Technical Schools. ~ ' 

Laws 1911, p. 96. 

Manual training and home economics are given in many schools 
as a part of the school courses for academic work, under the general 
authority to prescribe courses and maintain them. It is probable 
that no authority would have been needed, but since the policy has 
been for more than twenty years to grant authority to establish 
separate schools for vocational training, the safest course to avoid 
court objections is to grant authority to establish such schools. 

Kansas. j 

Boards of education in cities of the first and second class are 

authorized to collect a special tax of one-eighth mill and other 

(93) 



94 

Schools one-fourth mill for equipment and maintenance of indus- 
trial training schools. State gives aid equal to local expense up to 
$250. 

Laws 1903, Chap. 20. 

As amended 1909. 

Maine. 

The State superintendent is directed to advise and aid in the 
introduction of industrial courses in free high schools and acad- 
emies. Courses are also to be conducted in normal schools for the 
training of teachers. 

The State pays two-thirds of the cost of instruction up to $800 
for an elementary school and $500 for a high school. Towns may 
vote to require establishment of industrial schools to be supported 
by funds additional to the regular funds. Such school receives 
two-thirds of cost of instruction from the State up to $2,000. 
Laws 1911, Chap. 188. 

Massachusetts. 

Authorizes towns and cities to maintain evening schools and 
requires cities of over 10,000 population to maintain such schools; 
course of study includes industrial drawing. 
Revised Laws 1902, Chap. 42. 

Maintains textile schools at the expense of the city and State 
which give instruction in the work of the textile industry. 
Eevised Laws 1902, as amended. 
Acts of 1904, Chap. 248. 

Established a State board of education which assumed the duties 
of the commission on industrial education created in 1906. The 
commission appoints a commissioner of education and deputies, one 
of whom must be specially qualified to deal with industrial educa- 
tion. The commission has the powers of the old board to assist in 
establishing and supervising independent and industrial schools 
throughout the State. 

State aid is given equal to one-half the total expenditure. 
Acts 1909, Chap. 457. 
J'or original act, see Acts 1906, Chap. 505 as amended. 

The laws relating to industrial education were codified and made 
more definite in 1911. 

Acts 1911, Chap. 471. 



95 

Michigan. 

County schools of agriculture, manual training and domestic 
economy established to be supervised by the State superintendent 
and aided by the State two-thirds of the cost up to $4,000. Limited 
number of schools. 

Laws 1907, Act 35 as amended; 

Laws 1909 and 1911. 

School districts are empowered to establish and maintain trade, 
vocational, industrial, marine and manual training schools. 
Laws 1911, Act 22. 

Neiv Jersey. 

State aid is granted for industrial education and manual train- 
ing courses equal to one-half the cost if the minimum of local ex- 
pense is above $250. 

Laws 1903, Chap. 1. 

State aid is granted to industrial schools maintained by boards 
of education equal to local expenditures up to a maximum of 
$10,000. 

Laws 1881, Chap. 164. 

The commissioner of education created by the laws of 1909 is 
required to appoint four deputies, one of whom is to devote his 
time to inspection of industrial education, including agriculture, 

ISew York. 

City schools and union free schools are authorized to maintain 
general industrial schools, trade schools, schools of agriculture, me- 
chanic arts and home making as a part of the regular school system. 

1. General industrial schools open to pupils who have 
completed the elementary school course, or who have attained 
the age of fourteen, 

2. Trade schools open to pupils who have attained the 
age of sixteen years and have completed either the elemen- 
tary school course or a course in the general industrial 
schools or have met such other requirements as the local 
school authorities may have prescribed. 

3. Schools of agriculture, mechanic arts and home mak- 
ing open to pupils who have completed the elementary school 
course or who have attained the age of fourteen or who have 
met other requirements imposed by the board, 



96 

An advisory board is required in cities having such schools to 
represent the local trades, industries and occupations. The ad- 
visor^^ board is for the purpose of advising and counselling the 
board of education. Board of education has complete control of 
such schools. 

State aid is given at the rate of .$500 for the first teacher and 
$200 for each additional teacher giving approved courses. 

Education Laws 1910, Sections 600-607. 
Ohio. 

In case part time day schools are established the board of edu- 
cation may require all youths who have not completed the eighth 
grade to attend. Youths who are employed may be required to 
attend a few hours a week until sixteen. Others must attend all 
the time. 

Boards of education are authorized to establish and maintain 
manual training, domestic science and commercial departments and 
agricultural, industrial, vocational and trade schools in connection 
with the public schools. No' State aid is granted. 
Laws 1910, p. 310. 

OklaJioma. 

The constitution requires the teaching of the elements of agri- 
culture, horticulture, stock feeding and domestic science. A State 
commission on industrial and agricultural education is provided 
and district schools are provided in each supreme court district 
and one extra. Industrial work and domestic science are provided 
for. 

Laws 1908, Chap. 3. 
Oregon. 

Authorizes industrial training in union high schools and indus- 
trial training through four years in district and county high 
schools. 

Laws 1907, p. 169. 

Pennsylvania. 

Boards of school directors are authorized to maintain any kind 
of vocational school. 

State board of education is required to promote all such educa- 
tion. One expert assistant to the State superintendent is required 
in agricultural education and one in industrial education and one 
in drawing. 

Laws 1911, School Code^ Act 4, 



97 

Wisconsin. 

Established a State board of industrial education consisting of 
three employers, three employes and three educators ex officio, the 
State superintendent of schools, dean of the university extension 
division, and the dean of the college of engineering. 

This commission aids and supervises industrial education. 

Local boards of industrial education are required in cities and 
villages of more than 5,000 inhabitants and may be had in smaller 
places, consisting of two employers, two employes and the city 
superintendent. The duty of the board is to foster, establish and 
maintain industrial, commercial, continuation and evening schools. 

The board may make contracts with the university extension 
division to furnish instruction when it seems advisable. 

On petition of 25 persons qualified to attend, the board shall 
establish the school petitioned for. 

The State superintendent and the State board of industrial 
education must approve the courses. 

State aid is given equal to one-half the expense on approval by 
the State board, and is granted not more than $10,000 to one school 
and to not more than thirty schools. 

The State maintains Stout Institute as a training school for 
teachers. 

Laws 1911, Chap. 616. 

Wisconsin also rewrote the child labor laws, making attendance 
on a continuation school necessary for children between fourteen 
and sixteen who have entered employment. 
Laws 1911, Chap. 505. 

TJie apprenticeship law was also rewritten to require industrial 
education for apprentices. 

Laws 1911, Chap. 347. 

An older law authorized cities to establish, take oyer or main- 
tain trade schools. 

Laws 1909, Chap. 401. 



7—30243 



Digest of Laws Relating to Secondary Agricultural 

Education. 



Alaho,'ma. 

A secondary school of agriculture and a branch experiment 
station are established in each of the nine congressional districts 
to be supported by State appropriations. (Sections 59-69 Political 
Code, 1907.) 

Arkansas. 

Provides for four State public schools of agriculture in four 
districts to be supported at State expense. (Law 1909, Act 100.) 

Appropriation of $160,000 was made in 1909. 

Appropriation for maintenance, $160,000 was made in 1911. 

Florida. 

Requires teaching of elementary agriculture in common schools. 
(Laws ]909, p. 126.) 

Georgia. 

High schools of agriculture and mechanic arts are established in 
each of the eleven congressional districts, at State expense. 
Boundaries to remain permanent regardless of changes in congres- 
sional districts. (Laws 1906, p. 72.) 

Idaho. 

Provides for secondary agricultural schools with branch experi- 
ment stations. (Laws of 1909, p. 339.) 

Iowa. 

Normal courses in approved high schools for training teachers 
for rural schools, especially in agriculture, established. State aid 
$500. (Laws 1911, Chap. 131.) 

Kansas. 

High schools maintaining a normal course must give instruc- 
tion in agriculture to get State aid of $250. (Law 1911, p. 47.) 

Kentucky. 

Provides for teaching agriculture in county high schools. (Laws 
of 1908, Chap. 56.) 

No industrial school having 75 or more acres can be started by 



99 

any person, firm or corporation withont consent of majority of 
voters of district. 

Louisiana. 

IMakes annnal appropriation to agricultural schools, to be dis- 
tributed to departments of agriculture in county schools. (Laws 
1910, p. 145.^ 

Requires agriculture, horticulture and home economics to be 
taught in common schools. (Laws 1910, p. 523.) 

Maine. 

Requires that course of studj^ in free high schools shall embrace 
agriculture. State aid equal to amount expended for instruction. 
IMaximum aid $250. (Revised Stat. 1903, Sections 55-59, Chap. 
15 as amended.) 

Maryland. 

Provides that State board may require elements of agriculture 
in the course. (Laws 1904, Chap. 584.) 

State aid granted to high schools conditioned on teaching ap- 
proved courses in agriculture, domestic science and manual train- 
ing. (Laws 1910, Chap. 886.) 

Michigan . 

Provides for county schools of agriculture, manual training 
and domestic economy. State aid equal to two-thirds local ex- 
penditure up to .$4,000 for not more than two schools. Supervision 
by the State superintendent of public instruction. (Laws 1907, 
Act 35, amended law 1909, Act 219.) 

Rural high schools established to be under supervision of 
superintendent of public instruction and course to include agri- 
culture. (Laws 1901, Act 144.) 

Boards of education authorized to acquire agricultural sites. 
(Laws 1911, No. 222.) 

3Iinnesota. 

Provides for county schools of agriculture under county school 
board of control. 

Provides for State aid. 

Provides for departments of agriculture in State high, graded 
and consolidated schools. Demonstration farms are to be provided. 
Rural schools may cooperate with the designated school. Tuition 
to be paid by district. State aid equal to two times local expendi- 
ture. Maximum to one school, $2,500; $150 additional to each 



100 

cooperating school. (Laws 1909, Chap. 247 as amended; Laws 
1911, Chap. 82.) 

Any school maintaining satisfactory courses may obtain $1,000 
aid from the State. (Laws 1911, Chap. 91.) 

Mississippi. 

Provides fcr establishment of county schools of agriculture for 
both white and colored youth. State aid. Maximum $1,500 to each 
county. Authorizes county department of agriculture to promote 
practical education among farmers. (Laws 1908, Chap. 103.) 

Montana. 

Authorizes courses in districts having a population of 10,000 
or more. Vocational courses including agriculture must be estab- 
lished if tM^enty pupils desire it. (Laws of 1911, p. 371.) 

Nebraska. ■ 

Provides for county high schools which are to give courses in 
agriculture, domestic economy and manual training to be required 
in first two years. Five acres of demonstration lands. Established 
by a county board. No State aid. (Laws of 1911, Chap. 118.) 

A school of agriculture of secondary grade was established in 
western Nebraska in 1911. (Laws 1911, Chap. 138.) 

Nevada. 

Permits school districts to issue bonds to establish and maintain 
schools of agriculture. (Laws 1909, Chap. 109.) 

New Jersey. 

Provides for summer courses in methods of teaching agriculture, 
etc., for teachers. (Laws 1908, Chap. 55.) 

New York. 

Established at State expense four secondary schools of agricul- 
ture in connection with existing colleges. 

Provides State aid of $500 per teacher in agriculture to any 
school maintaining approved courses in agriculture. (Laws of 
1910, Chap. 140.) 

Ohio. 

Authorizes school boards to maintain agricultural schools. 
(Laws 1909, p. 17.) • 

Teachers in elementary and high schools must pass examination 
in elementary agriculture. Teaching of agriculture made compul- 
sory in common schools except city schools. Four district super- 



101 

visors of agriculture to work under State commissioner of common 
schools. To be also a practical worker. (Laws of 1911, p. 38.) 

Oklahoma. 

Constitution requires the teaching of the elements of agricul- 
ture, horticulture, stock feeding and domestic science in the com- 
mon schools. (Const., Art. 13, Sec, 7.) 

Creates a State commission on agricultural and industrial edu- 
cation. State normal to have departments of agriculture. A school 
of agriculture of secondary grade and branch experiment station 
is established in each supreme judicial district. (Laws 1908, 
Chap. 3.) 

Texas. 

Provides for teaching agriculture in various State institutions. 
Special courses for teachers provided. State aid to high schools 
equal to local expenditure. Maximum $2,000. No school to be 
aided more than twice. Commissioners' court of each county is 
authorized to establish an experimental farm under the advisory 
direction of the director of experiment stations. Referendum may 
be had on commissioners' action on a petition of 10 per cent, of 
voters. (Laws 1911, Chap. 105.) 

Virginia. 

Provides for introduction of agriculture into the elementary 
schools. Allows local board of supervisors to appropriate money 
for agi'icultural schools. (Laws 1910, Chap. 208.) 

Authorizes experimental and demonstration work by counties. 
(Laws 1910, Chap. 351.) 

Established departments of agriculture, domestic science and 
manual training in high schools in each congressional district, ten 
in all. (Laws of 1908, Chap. 284.) Appropriation for each school 
$3,000 and $2,500 for equipment. (Laws 1910, Chap. 253.) 

Wiscondn. 

Provides for establishing county schools of agriculture and do- 
mestic economy. State aid equal to two-thirds local expenditure. 
Maximum $4,000 to each school. 

Maintains Stout Institute, a secondary school. (Laws 1911, 
p. 809.) 



Views of Organized Labor. 



The American Federation of Labor at its meeting in Toronto 
in 1909 received and adopted a report of a special committee ap- 
pointed the year previous to make an investigation of industrial 
education. The recommendations and conclusions follow : 

The committee, after due consideration of the importance of the 
several systems of schools now in operation throughout the country, 
xeconunend the following specific types of schools for the advance- 
ment of the prospective apprentice to the trades, as well as for those 
who have already entered the trades : 

1. Supplemental technical education: Supplemental technical 
education for those already in the trades. The demand for such in- 
struction is measured by the necessity for training in particular 
trades and industries, and the chief aim of such instruction should 
be to present those principles of arts and sciences which bear upon 
the trades either directly or indirectly. Such s.chooLs are commonly 
known as continuation schools, whether their sessions are held in 
the day, evening, or on the part-time plan. 

2. Industrial education: The establishment of schools in con- 
nection with the public-school systems, at which pupils between the 
ages of fourteen and sixteen may be taught the principles of trades, 
not necessarily in separate buildings but in schools adapted to this 
particular education by competent trade-trained teachers. 

3. Trade-union schools : The cO'mmittee recommends the continu- 
ance of progessive development in supplemental trade education as 
inaugurated by trade-unions, such as the supplemental trade courses 
established by the International Typographical Union; technical 
courses of the Photo-Engravers ' Union ; School for Carpenters and 
Bricklayers, Chicago, 111.; the International Printing Pressmen's 
Technical School, at Rogersville, Term. ; and the School for Car- 
riage, Wagon and Automobile Workers, of New York City. The 
committee further recommends that all trade unions which have not 
adopted a scheme of teclnaical education give the matter the con- 
sideration it so richly deserves; and they further believe that the 
undertakings of the above unions call for the most enthusiastic 
admiration and are entitled to the most cordial and loyal support. 

(102) 



103 

4. We finally recommend that if in the course of time schools 
under public administration with a broad and liberal course of 
instruction (with an advisory comimittee composed of employers a« 
well as trade-unionists) shall demonstrate practical efficiency in 
training workers for the highly skilled trades, we favor the recog- 
nition of that portion of time spent in the schools which, after an 
examination by the union at interest of the practical and theoretical 
ability of the apprentice, can be considered comparable to actual 
training in particular trades as a substitute for a period of the 
apprentice's time spent entirely in the industry. 

Conclusions. 

The committee believes that there are pressing educational needs 
which can at least partly be solved by the introduction of industrial 
training. At present a very large proportion of the children leave 
school between the ages of fourteen and sixteen. They change from 
one occupation to another, having no particular qualification for any 
vocation, and gain little in efficiency. Industrial education between 
the ages of fourteen and sixteen ought to awaken a new school in- 
terest and help to retain them longer in school; moreover, if in- 
dustrial training took the children between tlie ages of fourteen 
and sixteen, when they are of little value in a business way and 
at a time when such education as they have received is of advantage 
to them so far as it goes, but hardly fits them for actual working 
places, then it would give them the proper training to prepare them 
to enter some branch of trade or vocational work. At the time our 
present public-school system came into operation it met the needs 
of the people ; the industries were carried on in the home, and the 
children were taught the manual arts there; the boy was taught 
liis trade by his father, and the girl and her mother carried on in 
the home much of the work now performed in the factory. Eco- 
nomic conditions have changed and the schools must change witli 
them. The ranks of skilled labor are being depleted and the work 
of the trades is being done by unskilled men or semi-skilled ma- 
chine specialists. 

The trade unions have been waiting in vain for twenty-five 
years for the manual-training schools to furnish recruits, to the 
"depleted ranks" of skilled labor. It is time now to take steps 
to bring back the standard of efficiency. We want a system which 
will develop the labor power of our people so that every worker 
may become interested in his work and approach the limits of 



104 

hiiman efficienej^ Our public-school system of today teaches too 
much and educates not enough, and fails entirely tO' prepare its 
pupils for productive labor. It must be changed, and quickly, and 
the change must be radical. We can not add a few experiments in 
trade training in our larger cities or introduce intense manual 
training in manual-training school departments; to supplement a 
Latin and Greek curriculum. Our boys and girls must leave school 
thoroughly prepared by industrial training to do' well some kind of 
productive work. A healthy community is impossible without the 
union of the schoolhouse, the home, and workshop. Modern life 
has not yet accommodated itself to the great revolution of our in- 
dustrial system. Nothing but a thorough industrial education and 
understanding of the economical interest of society can lead to th'^ 
necessary union between labor and capital and give peace and 
prosperity to the present disturbed and suffering industrial world. 

"We believe that the education of workers in trade or industry is 
a public necessity, and that it should not be a private but a public 
function, conducted by the public and the expense involved at pub- 
lic cost. 

We are opposed to the plan in operation in some places of having 
public instruction privately controlled. In such schools the boy 
receives his trade instruction only on sufferance of the manufac- 
turer, and often he is surrounded by an atmosphere hostile to or- 
ganization and expelled if suspected of union tendencies. 

The State has provided schools to teach trades to the mentally, 
morally, and physically deficient; our corrective institutions, or- 
phan asylums, and blind schools are equipped to teach useful oc- 
cupations. By what right can we refuse the same chance for the 
normal boy or girl ? Would it not be more sage to engraft industry 
upon our public school system, and rather prevent pauperism, 
crime, and premature orphanage than make them the bridge to in- 
dustry ? We think so, and we do not beg it as a favor, but we de- 
mand it as a right. The 90 per cent, who are going into manual oc- 
cupations have the same right to the best preparation for their life's 
work that the State can give them as has the 10 per cent, who go 
into the professions: 

Organized labor is concerned also with who the teachers in these 
schools shall be. Men who have had only theoretical training do 
not and can not make effective teachers of trades. We do not wish 
to be misunderstood, we do not belittle or underestimate the value 
of theoretical training, we regard it as necessary, but theory must 



105 

be combined with practical experience. The potential workman 
must be brought in contact with the man who has actually done 
things and who knows how and why he did them. Who can not only 
build a machine, but having built it can make it go, can give that 
training of attention that is acquired in having to do things with 
a real motive behind find a real outcome ahead. And not only must 
the teachers be men and women of practical experience, but so also 
must those w^ho are to direct them. It is hardly to be expected 
that the executive head of a trade school can successfully direct the 
activities of that school and dictate its policy if that person has only 
text-book acquaintance ^vith the great industrial world. They, too, 
must be people who have actually come in personal contact with the 
problems for which they are trying to find a solution. 

We are opposed to any system which turns out not machinists 
but machine specialists. Specialization in the industrial world is 
very different from professional specialization. Instead of being at 
the top of his trade, your machine specialist is at the bottom, if in- 
deed he can be considered as in the trade at all. He is a man who 
can do but one thing, and who knows little or nothing of the gen- 
eral principles of his trade. His whole efficiency is spelled 
"s-p-e-e-d." 

We would protest, also, against those schools operated for profit, 
which advertJse short cuts to the trades. They are turning out not 
even machine specialists, but are fiooding the labor market with 
half -trained mechanics for the purpose of exploitation. There is 
a growing feeling which is gaining rapidly in strength, that the 
human element must be recognized, and can not be so disregarded 
as to make the future workmen either inefficients or mere automatic 
machines. 

While we are willing to subscribe to any plan that offers efficient 
and practical instruction in productive operation, we do insist that 
emphasis must be placed upon education rather than upon product. 
The youth must not be exploited in the name of education. There 
must be the minimum of product and a maximum of education. In 
short, during the period of education it ought to be "construction 
for instruction, rather than instruction for construction." 

One of the great troubles in America today is that too many of 
our wage-earners are misfits industrially. It frequently happens 
that in the matter of selecting a vocation or trade the individual is 
consulted too little. His trade is selected for him because it seems 
to provide lucrative employment or because it was the trade of his 



106 

father and not because there is anything in the work which appeals 
to him. He is sununarily shot into a trade regardless of his adapt- 
ability to it; result, he goes through his life a misfit and mediocre 
workman, not because he lacked ability, but because his energies 
were misdirected. We must have a system whereby the boys and 
girls of the country may have an opportunity to acquire educated 
hands and brains such as may enable them to earn a living in a 
self -selected trade or vocation and to acquire an intelligent under- 
standing of the duties of good citizenship. The training for citizen- 
ship (the teaching of civics) is woefully neglected in practically all 
trade and vocational schools. The schools that are run for profit 
and the corporation schoo'ls say frankly, ' ' Our business is to teacli 
the trade, to turn out men who can do the work; beyond that we 
have no concern. Whether they can cast an intelligent vote or not 
does not interest us. ' ' Some of the philanthropic and public schools 
make a feeble attempt at teaching civics, but very few of them are 
getting anywhere. In most cases the human side is lost sight of. 
We want the boy (and girl) to be taught the fundamentals of civics, 
the meaning of government, and the reason that law must be obeyed. 
He must be taught what the result of ungoverned emotion or un- 
controlled action of any kind will be. He must be made to realize 
that the boy of today is the voter of tomorrow and that he has ob- 
ligations to society which he must discharge, and in order to dis- 
charge them he must be taught broader views of citizenship and 
ideals of right and clean living. 

He should be taught something, too, of his ov^ti economic value. 
He must understand the value of collective bargaining and of how 
to adjust his relations with his employer. If our boys were in- 
structed in such matters before they enter the competitive field 
there would be fewer labor disputes. We want men as well as me- 
chanics. 



Views of Manufacturers. 



B esoliUions Adopted hy the National Association of Manufacturers 
at its Seventeenth Annual Convention, New York City, May 
21, 1912. 

Whereas, One-half of the children in the common schools of 
the United States leave school by the end of the sixth grade, with 
no substantial educational acquirements beyond reading, writing 
and arithmetic in their simpler forms, the essentials of education 
and citizenship coming, if at all, after the sixth grade, and 

Whereas, This half of the children soon forget much of what 
they learned in their brief school experience, and 

Whereas, Truancy and absence are so prevalent that less than 
three-fourths of the children are in school as much as three-fourths 
of the time, the enrollment being 17,000,000 and the average attend- 
ance being under 12,000,000, 1,600,000 being permanently absent 
from and unaeqiiainted with school life, and 

Whereas, Illiteracy in the United States is fifty times that of 
several continental countries and is four times greater among the 
children of native whites than among the native born children of 
immigrants, and 

Whereas, In many schools and many cities educators are finding- 
great cultural and educational value in the development of the 
motor activities, the practical and creative desires of the youth, in 
highly developed practical and extended courses in manual and 
prevocational training, and such courses are developing, in an un- 
expected degree, an appreciation of the dignity of labor of all kinds, 
and such moral qualities as diligence, concentration, perserverance 
and respect, and causing many to successfully continue in school 
\vho other-^dse would leave discouraged early in the course, and 

Whereas, A majority of the children who leave school pre- 
liiaturely, do so from no economic need, and in fact are idle about 
half the time between their fourteenth and sixteenth years, being 
the first two years out of school, and average for the first two years 
little over $2.00 per week in earnings, leaving school principally be- 
cause their interest in practical and creative effort is not provided 
for, and 

(107) 



108 

"Whereas, The loss to the schools of 50 per cent, of the children 
in the middle of the elementary school courses is an incalculable 
waste of the human resources of the nation, these human resources 
being estimated by Professor Fisher as of the economic value of 
$250,000,000,000, and five times the value of all our other natural 
resources combined. 

Therefore, for these and other reasons, the National Association 
of Manufacturers' by resolution pledges its earnest support of the 
following principles of educational bettermient as essential to society 
and to the spiritual, social and physical welfare of the youth : 

1. Continuation schools for that half of the children who leav( 
school at fourteen years of age, and mostly in the fifth and sixth 
grades, these continuation schools to be liberally cultural and at 
the same time to be extremely practical and related as directly as 
possible to the occupations in which the several students are en- 
gaged. 

2. The development of a modern apprenticeship system wherein 
by contact the respective and equal rights of employer and em- 
ploye are fully recognized, the entire trade is taught, together with 
such other subjects as. are essential to good citizenship. 

3. The development of secondary continuation or trade schools, 
by which, the more efficient of the great arm^y of boys and girls who 
will enter the continuation schools may progress from these lower 
continuation schools, as in some other countries, to the foremost 
I'laces in industry and commerce. 

4. Compulsory education through adolescence, being until the 
seventeenth or eighteenth year, attendance being in all-day school 
until the fourteenth year, and thereafter in either the all-day 
schools or in the continuation schools for not less than one-half 
day per week, without loss of wages for hours in school. 

5. The strengthening of all truancy laws and the development 
of public sentiment in support thereof. 

6. The training of teachers in thoroughgoing methods of in- 
dustrial practice, including as part of such training extended ex- 
perience in actual shop work. 

7. The establishment of independent State and local boards of 
industrial education consisting of one-third each, professional edu- 
cators, employers and employes, thereby insuring, as in the more 
successful European countries, the proper correlation of the schools 
and the industries. 

8. The development of the vocational and creative desires of 
the concrete, or hand-minded children now in the grades, dis- 



109 

couraged, anxious to quit, and often called backward, only because 
the education now tendered them is abstract and misfit. 

9. The establishment of shop schools and part-time schools 
whenever practicable. 

10. The establishment of departments or centers of vocational 
guidance so that the great majority of the children who now enter 
industry at fourteen with no direction, 85 per cent, falling into the 
''blind alley" occupations, may with the reversal of these figures, 
as in some other countries, enter, under advice, intelligently and 
properly into the progressive and improving occupations. 

Resolved, hy the National Association of Manufacturers, That, 
it is the imperative need of the industrial workers and employers 
of the country that thoroughgoing systems of industrial education 
be everywhere established, so that our factories may be more con- 
stantly and better employed ; that standards of skill and of output 
may increasingly be improved, and that foreign and domestic mar- 
kets may be better held and extended. 



Manufacturing Industries in Indiana. 



Number of 
INDUSTRY. Establishments. 

All industries 7,969 

Slaughtering and meat packing 61 

Flour mill and grist mill products 563 

Foundry and machine-shop products 415 

Iron and steel, steel. works and rolling mills. ... 17 

Liquors, distilled 14 

Automohiles, including bodies and parts 67 

Lumber and timber products 1,277 

Carriages and wagons and materials 221 

Furniture and refrigerators 201 

Oars, and general shop construction and repairs 

by steam railroad companies 34 

Printing and publishing 892 

Agricultural implements 39 

Glass 44 

Bread and other bakery products 754 

Cars, steam-railroad, not including operations 

of railroad companies 7 

Canning and preserving 134 

Liquors, malt 37 

Clothing, men's, including shirts 42 

Electrical machinery, apparatus, and supplies.. 42 

Cement 11 

Copper, tin, and sheet-iron products 146 

Marble and stone work 200 

Glucose and starch 4 

Paper and wood pulp • 27 

Brick and tile 311 

Patent medicines and compounds and drug- 
gists' preparations 113 

Tobacco manufactures 470 

Butter, cheese, and condensed milk 132 

Musical instruments, pianos and organs and 

materials 15 

Leather goods 118 

Wirework, including wire rope and cable 31 

Gas, illuminating and heating • • . 53 

Pottery, terra-cotta, and fire-clay products 31 

Stoves and furnaces, including gas and oil stoves 24 

Confectionery 64 

Cotton goods, including cotton small wares 7 

Cooperage and wooden goods, not elsewhere 

specified ^^ 

Hosiery and knit goods 5 

Leather, tanned, curried, and finished 10 

(110) 



Average Number 
of Wage-earners. 

186,984 

4,423 

2,298 

15,809 

12,255 

428 

6,797 
10,317 

8,867 
11,284 

12,884 
6,756 
4,749 
9,544 
2,505 

4,084 
3,406 
1,594 
4,073 
3,073 
2,318 
2,121 

3,2as 

866 
1,501 

3,788 

801 
2,794 

488 

1,667 

1,240 

689 

928 

2,186 

1,362 

8«5 

1,582 

891 

1,933 

398 



Ill 



Number of 
INDUSTRY. Establishments. 

Clothing, women's 18 

Paper goods not elsewhere specified S 

Woolen, worsted, and felt goods, and wool hats 11 

Coffins, burial oases, and undertakers' goods .. . 19 

Brass and bronze products 21 

Ice, manufactured 85 

Mattresses and spring beds 27' 

Paint and varnish 18 

Boots and shoes, including cut stock and find- 
ings 8 

Cutlery and tools, not elsewhere specified 27 

Scales and balances 8 

Artificial stone 219 

Boxes, fancy and paper 13 

Gas and electric fixtures and lamps and reflect- 
ors 12 

Musical instruments and materials, not specified 9 

Millinery and lace goods 7 

All other industries 772 



Average Number 
of Wage-earners. 

1,291 
719 
776 
669 
468 
563 
553 
200 

436 
572 
266 
468 
550 

342 
390 
166 

21,688 



Number of 
Establishments. 

Awnings, tents and sails 9 

Bags other than paper 1 

Bags, paper 2 

Bicycles, motorcycles and parts. 2 

Bluing 1 

Boots and shoes, rubber 1 

Brushes 3 

Calcium lights 2 

Card cutting and designing 2 

Carpets and rugs, other than rag 1 

Carriages and sleds, children's. 8 

Charcoal 1 

Chemicals 4 

Clocks and watches, including 

cases and materials 2 

Coffee and spices, roasting and 

grinding 9 

Coke 1 

Cordage and twine and jute and 

linen goods 2 

Cordials and sirups 1 

Corsets 2 

Dentists' materials 1 

Dyeing and finished textiles 2 

DyestufCs and extracts 1 

Emery and other abrasive wheels 1 

Engraving and die-sinking 2 

Engraving, wood 1 



Number of 

Establishments. 

Explosives 3 

Fertilizers 15 

Files 1 

Fire extinguishers, chemical. ... 1 

Fireworks 1 

Flavoring extracts 2 

Food preparations 17 

Foundry supplies 2 

Galvanizing 1 

Glass, cutting, staining and or- 
namenting 9 

Glue 2 

Grease and tallow 10 

Hair work 2 

Hats and caps, other than felt, 

straw and wool 2 

Hats, fur-felt 1 

House-furnishing goods, not else- 
where specified 5 

Ink printing 1 

Ink writing 1 

Instruments, professional and 

scientific 2 

Iron and steel, blast furnaces. . 2 
Iron and steel bolts, nuts, wash- 
ers, and rivets not made in 

steel works or rolling mills. . . 3 

Iron and steel f orgings 8 



Trade Teaching in Public Schools. 



Number of 
TRADES TAUGHT. Schools. 

Artificial flower making 1 

Automobile care and manage- 
ment 1 

Baking 3 

Blacksmithing 11 

Bookbinding 3 

Brass molding 1 

Bricklaying 3 

Building trades 1 

Cabinet making 24 

Carpentry 34 

Carriage making 1 

Carriage trimming 1 

Cobbling 1 

Composition 1 

Copper and brass work 1 

Die making 1 

Die sinking 1 

Dressmaking 21 

Electrical construction 2 

Electrical installation 2 

Electrical machine operating... 1 

Electrical wiring 6 

Electrical work ._ 14 

Electroplating 1 

Embroidering 2 

Firing, boiler 1 

Forging 9 

Foundry work 4 

Furniture making 1 

Gas engineering 1 

Gas fitting 1 

Gasoline engineering 1 

Glove making 1 

Harness making 1 

Interior decorating 1 

Iron molding 1 

Iron work 1 

Janitorial work 1 

Jewelry making 2 



Number of 
TRAEES TAUGHT. Schools. 

Joinery 9 

Laundering 6 

Machine-shop practice 20 

Machinists 16 

Masonry 1 

Metal work 3 

Millinery 19 

Mill work 1 

Mining 1 

Molding 1 

Novelty and sample mounting. . , 1 

Painting 7 

Paper hanging 1 

Pattern making 28 

Plastering 2 

Plumbing 12 

Power sewing machine operating 2 

Presswork 1 

Printing 11 

Sawmaking 1 

Sewing 13 

Sheet-metal pattern working. ... 1 

Shoemaking 3 

Silversmithing 1 

Stationary engineers 5 

Steam engineering 7 

Steam fitting 2 

Steam and hot water heating ... 1 

Tailoring 4 

Textile-mill machinists 1 

Textile occupations 1 

Tinsmithing 1 

Toolmaking 6 

Toolsmithing 1 

Upholstering 1 

Wheelwriting 2 

Wood finishing 1 

Wood turning 9 

Wood working 14 



(112) 



Trade Teaching in Private and Philanthropic Schools. 



Number of 
TRADES TAUGHT. Schools. 

Baking 2 

Basket making 2 

Blacksmithing 13 

Kricklaying 16 

Bi-ickmakiug 2 

Broommaking 2 

Building 1 

Buttonliole mailing 1 

Cabinet making 7 

Cai-pentry 27 

Carriage trimming 1 

Cement work 1 

Cliair caning 1 

Chauffeurs 1 

Cigar making 1 

Cobbling 1 

Construction 1 

Coremaking 1 

Cornice workei-s 2 

Decorating 1 

Die cutting 1 

Dressmaking 25 

Electric wiring 1 

Electrical work 15 

Embroidery ^2 

Engraving 1 

Fireman, boiler 1 

Forging ■ 4 

Foundry work 3 

GaiTnent cutting 1 

Gas engineering 1 

Gas fitting 1 

Gas and gasoline engineers 1 

Graining 1 

Harness making 2 

Heating and ventilating 1 

Horseshoeing 1 

Instrument making 1 

Janitor work 1 

Jewelry making 3 

Joinery 1 

Ladies' tailoring 1 

Lathing 1 

8—30243 (113) 



Number of 
TRADES TAUGHF. Schools. 

Laundering 3 

Lithographing 1 

Loom fixing 1 

Alachine construction 1 

Machinists 18 

Masonry 2 

Metal trades 2 

Millinery 20 

Molding 2 

Painting 12 

Paper hanging 1 

Pattern making 14 

Plain sewing 4 

Plastering 8 

Plumbing 15 

Pottery 1 

Power sewing machine operating 3 

Printing 13 

Sawmilling 3 

Sewing 11 

Sheet-metal working 6 

Shoemaking 3 

Silversmithing 2 

Skylight workers 1 

Soapmaking 1 

Stationary engineers 7 

Steam engineering 3 

Steam fitting 3 

Steam and hot water fitting. ... 1 

Stone carving 1 

Tailoring 7 

Tile setting 2 

Tinning 1 

Tinsmithing 2 

Toolmaking 4 

Upholstering 4 

Watchmaking 1 

Weaving 1 

Wheelwrighting 7 

Wood carving 2 

Wood turning 3 

Wood working 5 



Drafts of Bills Proposed. 



(115) 



117 

VOCATIONAL EDUCATION IN INDUSTRIES, AGRICUL- 
TURE AND DOMESTIC SCIENCE. 

A Bill for an Act to provide for the encouragement, maintenance 
and supervision of Vocational Education in industries, agri- 
culture and domestice science. 

Section 1. Be it Enacted hy the General Assembly of the Stat J 
of Indiana: The following words and phrases as used in this act 
shall, unless a different meaning is plainly required by the eontexty 
have the following meanings: 

1. "Vocational education" shall mean any education the con- 
trolling purpose of which isi to fit for profitable employment. 

2. "Industrial education" shall mean that form of voeationat 
education which fits for the trades, crafts and wage-earning pur- 
suits, including the occupation of girls and women carried on in 
stores, workshops, and other establishments. 

3. "Agricultural education" shall mean that form of voca- 
tional education which fits for the occupations connected with the 
tillage of the soil, the care of domestic animals, forestry and other 
Avage-earning or productive work on the farm. 

4. "Domestic science" education shall mean that form of vo- 
cational education which fits for O'Ccupations connected with the 
household. 

5. "Industrial, agricultural or domestic science school or de- 
partment" shall mean an organization of courses, pupils and teach- 
ers designed to give either industrial, agricultural or domestic 
science education as herein defined, under a separate director or 
head. 

6. "Approved industrial, agricultural or domestic science 
school or department" shall mean an organization under a separate 
director or head, of courses, pupils and teachers approved by the 
State Board of Education designed to give either industrial, agri- 
cultural or domestic science education as herein defined. 

7. "Evening class" in an industrial, agricultural or domestic 
science school or department shall mean a class giving such train 
ing as can be taken by persons already employed during the work 
ing day, and which in order to be called vocational must in its 
instruction deal with the subject-matter of the day employment 
and be so carried on as to relate to the day employment; but evening 
classes in domestic science relating to the home shall be open to 
all women over seventeen, who are employed in any capacity during 
the day. 



118 

8. ''Part-time class" in an industrial, agricultural or domestic 
s?cience school or department, shall mean a vocational class for per- 
sons giving a part of their working time to profitable employment 
and receiving in the part-time school or department, instruction 
complementary to the practical work carried on in such employ- 
ment. To give a part of their working time such persons must give 
a part of each day, week or longer period to such part-time class 
during the period in which it is in session. 

Sec. 2. Any school city, to^vn or township may, through its 
board of school trustees or school commissioners or township trus- 
tee, establish vocational schools or departments for industrial, agri- 
cultural and domestic science education in the same manner* as 
other schools and departments are established and may maintain 
the same from the common school funds or from a special tax levy 
not to exceed 10 cents> on each $100 of taxable property, or partly 
from the common school funds and partly from such tax. School 
cities, towns and townships are authorized to maintain and carry- 
on instruction in elementary domestic science, industrial and agri- 
cultural subjects as a part of the regular course of instruction. 

Sec. 3. In order that instruction in the principles and practice 
of the arts may go on together, vocational schools and departments 
for industrial, agricultural and domestic science education may 
offer instruction in day, part-time and evening classes. Such in- 
s'truction shall be of less than college grade and be designed to meet 
the vocational needs of persons over fourteen years of age who are 
able to profit by the instruction offered. Attendance upon such 
day or part-time classes shall be restricted to persons over fourteen 
and under twenty-five years of age; and upon such evening classes 
to persons over seventeen years of age. 

Sec. 4. Two or more school cities, towns or townships or com- 
binations thereof, may cooperate to establish and maintain voca- 
tional schools or departments for industrial, agricultural or do- 
mestic science education or in supervising the same, whenever the 
school board or township trustees of such school cities, towns or 
townships shall so determine and apportion the cost thereof among 
the cities, towns and townships cooperating. 

Whenever such cooperative schools or departments have been 
determined upon by any school cities, toAvns or townships, or com- 
binations thereof, the presidents of the school boards of the cities 
or towns and the township trustees of the townships cooperating 
shall constitute a board for the management of such school or de- 



119 

pa.rtment. Such board may adopt for a period of one year or more, 
a plan of organization, administration and support for such school 
or department and the plan, if approved by the State Board o£ 
Education, shall constitute a binding contract between cities, towns, 
and to^vnships entering into cooperation to support such schoolsi 
and courses which shall be canceled or annulled only by the vote 
of a majority of the school boards or township trustees of such 
school cities, towns or townships and the approval of the State 
Board of Education, 

Sec. 5. Elementary agriculture shall be taught in the grades 
in all town and township schools ; elementary industrial work shall 
be taught in the grades in all city and town schools, and elementary 
domestic science shall be taught in the grades in all city, town and 
township schools. The State Board of Education shall outline a 
course of study for each for such grades as they may determine 
which shall be followed as a minimum requirement. The board shall 
also outline a course of study in agriculture, domestic science and 
industrial work, which they may require city, town and to^wnship 
high schools to offer as regular courses. After September 1, 1915, 
all teachers required to teach elementary agriculture, indus-trial 
work or domestic science shall have passed an examination in such 
subjects prepared by the State Board of Education. 

Sec. 6. The State Board of Education is hereby authorized and 
directed to investigate and to aid in the introduction of industrial, 
agricultural and domestic science education; to aid cities, towns 
and townships to initiate and superintend the establishment and 
maintenance of schools and departments for the aforesaid forms of 
education; and to supervise and approve such schools and depart- 
ments, as hereinafter provided. The board of education shall make 
y report annually to the General Assembly describing the condition 
a.nd progress of industrial, agricultural and domestic science educa- 
tion during the year and making such recommendations as they may 
deem advisable. 

Sec. 7. The State Board of Education shall consist of the Su- 
perintendent of Public Instruction, the presidents of Purdue Uni- 
versity, the State University and the State Normal School, thie 
superintendents of schools of the three cities having the largest 
enumeration of children for school purposes annually reported to 
the State Superintendent of Public Instruction, as provided by 
law, three citizens of prominence actively engaged in educational 
work in the State, one of whom shall be a county superintendent 



120 

of schools, and three persons actively interested in, and of known 
sympathy with, vocational education, one of whom shall be a repre- 
sentative of employes and one of employers. 

The Governor shall appoint the members of the board, except 
the ex-officio members, for a term of four years. 

In the first instance one member shall be appointed for two^ 
years, one for three years and one. for four years. The present 
appointive members shall serve until the expiration of the time for 
v'hich they were appointed. The Governor shall fill all vacancies 
occurring in the board for the unexpired term,, and each member 
shall serve until his successor shall have been appointed and 
qualified. 

The Superintendent of Public Instruction shall, ex officio, be 
president of the board, and in his absence the members present 
shall elect a president pro tempore. The board shall elect one of 
its members secretary and treasurer, whO' shall have the custody of 
its records, papers and effects, and shall keep minutes of its pro- 
ceedings. The records, papers, effects and minutes shall be kept 
at the office of tlie superintendent, and shall be open for inspection. 
The board shall meet upon the call of the president, or a majority 
of its members, at such place in the State as may be designated in 
the call. They shall adopt and use a seal, on the face of which shall 
be the words "Indiana State Board of Education," or such other 
device or motto as the board may direct, an impression and written 
description of which shall be recorded on the minutes of the board 
and filed in the office of the Secretary of State, which seal shall be 
used for the authentication of the acts of the board and the im- 
portant acts of the Superintendent of Public Instruction. 

The board shall have all the powers and perform all the duties 
now imposed by law on the State Board of Education. 

Sec. 8. The State Superintendent of Public Instruction, with 
tlie advice and approval of the State Board of Education, shall ap- 
point a deputy superintendent in charge of industrial and domestic 
science education, who shall act under the direction of the State 
Superintendent of Public Instruction in carrying out the provi- 
sions of this act. The salary and term of office of such deputy shall 
be fixed by the board and he shall be removable by the board only 
for cause. 

The State superintendent, with the approval of the State Board 
of Education, is authorized to cooperate with Purdue University in 
the appointment of some person actively connected with the agri- 



121 

cultural extension work at Purdue as an agent in supervising agri- 
cultural education, who shall serve in a dual capacity as an agent 
of the State superintendent and an assistant at Purdue University. 
Tlie board and the authorities of Purdue University may fix the 
proportion of the salary of such agent to be borne by the State and 
by the university. Such person shall be subject to removal for 
cause by the State Board of Education. 

All expenses incurred in discharge of their duties by deputies 
and agents shall be paid by the State from funds provided for in 
this act. 

Sec. 9. Boards of education or township trustees administer- 
ing approved vocational schools and departments for industrial, 
agricultural or domestic science education, shall, under a scheme 
to be approved by the State Board of Education, appoint an ad- 
visory committee composed of members representing local trades, 
industries and occupations. It shall be the duty of the advisory 
committee to counsel with and advise the board and other school 
officials having the management and supervision of such schools or 
departments. 

Sec. 10. Any resident of any city, town or township in In- 
diana, which does not maintain an approved vocational school or 
department for industrial, agricultural or domestic science edu- 
cation offering the type of training which he desires, may make 
application for admission to such school or department maintained 
by another city, town or township. The State Board of Education, 
whose decision shall be final, may approve or disapprove such ap- 
plication. In making such decision the board shall take into con- 
sideration the opportunities for free vocational training in the 
community in which the applicant resides; the financial status of 
the community: the age, sex, preparation, aptitude and previous 
record of the applicant, and all other relevant circumstances. 

The school city or town or toAvnship in which the person re- 
sides, who has been admitted, as above provided, to an approved 
vocational school or department for industrial, agricultural or do- 
mestic science education, maintained by another city, town or 
township shall pay such tuition fee as may be fixed by the State 
Board of Education; and the State shall reimburse such school 
city or town or township as provided for in this act. If any school 
city or town or township neglects or refuses to pay for such tuition, 
it shall be liable therefor in an action of contract to the school city 
or town or township or cities and towns and townships maintaining 



122 

the scnool which the pupil with the approval of the said board 
attended. 

Sec. 11. In case the hoard of education or township trustee 
of any city, toAvn or township have established approved vocational 
schools for the instruction of youths over fourteen years of age 
who are engaged in regular employment, in part-time classes, and^ 
have formally accepted the provisions of this section, such board 
or trustee are authorized to require all youths between the ages of 
fourteen and sixteen years who are regularly employed, to attend 
school not less than five hours per week between the hours of 8 :00 
a. m. and 5 :00 p. m. during the school term. 

See. 12. "Whenever twenty or more residents of a county, who 
are actively interested in agriculture, shall file a petition with the 
county board of education for a county agent, together with a 
deposit of $500.00 to be used in defraying expenses of such agent, 
the county board of education shall file said petition, within thirty 
days of its receipt, with the county council, which body shall, upon 
receipt of such, petition, appropriate annually the sum of $1,500, 
to be used in paying the salary and other expenses of said county 
agent. 

When the county appropriation has been made, the county 
board of education shall apply to Purdue University for the ap- 
pointment of a county agent, whose appointment shall be made 
annually and be subject to the approval of the county board of 
education, and the State Board of Education. "When such ap- 
pointment has been made, there shall be paid from the State fund 
provided for in this act, to Purdue University, to be paid to the 
county providing for a county agent, an amount sufficient to pay 
one-half the annual salarj'- of the county agent appointed, as herein 
provided : Provided, That not raore than $1,000 shall be appropri- 
ated to any one county: Provided, further. That not more than 
thirty (30) counties during the year ending September 30, 1914, 
and sixty (60) counties during the year ending September 30, 1915, 
shall be entitled to State aid. 

It shall be the duty of such agent, under the supervision of 
Purdue University, to cooperate with farmers' institutes, farmers' 
clubs and other organizations, conduct practical farm demonstra- 
tions, boys' and girls' clubs and contest work and other move- 
ments for the advancement of agriculture and country life and to 
give advice to farmers on practical farm problems and aid the 
county superintendent of schools and the teachers in giving prac- 
tical education in agriculture and domestic science. 



123 

The county board of education is hereby authorized to file 
monthly bills covering salary and expenses of county agent, the 
same to be approved by Purdue University, with the county auditor, 
who shall draw his warrant or warrants on the county treasurer for 
the payment of the same. 

See. 13. Vocational schools or departments for industrial, agri- 
cultural and domestic science education shall, so long as they are 
approved by the State Board of Education as to organization, 
location, equipment, courses of study, qualifications of teachers, 
methods of instruction, conditions of admission, employment of 
pupils and expenditures of money, constitute approved vocational 
schools or departments. School cities and towns and townships 
maintaining such approved vocational schools shall receive reim- 
bursement as provided in this act. 

Sec. 14. The State, in order to aid in the maintenance of ap- 
proved vocational schools or departments for industrial, agricul-- 
tural and domestic science education, shall, as provided in this act, 
pay annually to school cities and towns and townships maintain- 
ing such schools and departments an amount equal to two-thirds 
of the sum expended for instruction in vocational and technical 
subjects authorized and approved by the State Board of Education. 
Such cost of instruction shall consist of the total amount raised by 
local taxation and expended for the teachers of approved vocational 
and technical subjects. 

School cities and towns and townships that have paid claims 
for tuition in approved vocational schools shall be reimbursed by 
the State as provided in this act, to the extent of one-half the sums 
expended by such school cities and towns and townships in payment 
of such claims. 

Sec. 15. Any school city, town or township having claims for 
reimbursement against the State under the provisions of this act 
shall present the same to the State Board of Education on or before 
July 1st of each year immediately following the completion of the 
work for which they are entitled to reimbursement from the State. 
The board shall, if they approve the claim, authorize its payment 
by the Auditor of State, who shall thereupon draw his warrant 
on the Treasurer of State for the payment of the amount due such 
school city, town or township, from the fund provided in this 
act. 

Sec. 16. To provide a State fund to carry out the provisions of 
this act, there shall be levied annually as a part of the State com- 
mon school levy an additional levy of 1 cent on each $100 of tax- 



i2i 

able property in the State, which shall constitute a fund for the 
purposes of this act. Any part of the fund remaining at the close 
of any fiscal year shall be placed by the Treasurer of State in a 
permanent fund for vocational education, the proceeds of which 
shall be used to aid in carrying out the provisions of this act. 

Sec. 17. A sum sufficient to pay the salaries and expenses of the 
deputies, agents and employes in carrying out the provisions of this 
act, and an amount sufficient to carry out the provisions of Section 
12 is hereby appropriated annually for two years, to be available 
on and after April 1, 1913. Thereafter all salaries and expenses 
shall be paid from the fund provided for in this act. 

Sec. 18. This act shall take effect as to the provisions for State 
aid to approved vocational schools at the beginning of the school 
year 1914-1915. All other provisions of this act, including the pro- 
visions for a county agent, as provided in Section 12, shall be in 
force from and after its publication. 

APPRENTICESHIP. 

A Bill for an Act to amend Section 9 of an act entitled "An Act 
providing for and regulating the relation of master and 
servant," approved May 27, 1852. 

Section 1. Be it enacted hy the General Assembly of the State 
of Indiana, That Section 9 of the above entitled act be amended to 
read as follows : Section 9. Every indenture shall provide that the 
minor shall be taught the whole trade as carried on by the employer, 
and shall specify the number of hours to be spent at work and 
the number of hours in instruction, which shall not exceed fifty 
hours per week, and the amount of time to be spent at each proc- 
ess. Every indenture shall provide that not less than five hours 
per week shall be devoted to instruction, which shall include in- 
struction in English, citizenship, business practice, physiology, hy- 
giene, the use of safety devices, and such other subjects as may be 
approved by the State Board of Education. Such instruction may 
be given in a public school or in such other manner as may be 
approved by the State Board of Education. Failure to attend such 
courses shall subject the apprentice to the loss of compensation for 
three hours for each hour so lost. Any master failing to comply 
with this section shall be subject to a fine of not less than ten dollars 
($10) nor more than fifty dollars ($50). 



125 

CODIFICATION OF THE COMPULSORY ATTENDANCE 

LAWS. 

(Note. — The Commission's special reeonmiendations are in Sec- 
tion 2.) 

A Bill for an Act concerning the school attendance of children. 

Section 1. Be it enacted by the General Assembly of the State 
of India'na, That it shall be the duty of every parent, gniardian or 
other person, in the State of Indiana, having the control or charge 
of any child, to cause such child to attend regularly a public, pri- 
vate or parochial day-school, or two or more of such schools, during 
each school year, for a term or period not shorter than that of the 
common schools of the school corporation in this State where the 
child resides. If such attendance be at one or more private or 
parochial schools, such school shall be such as shall have been ap- 
proved by the State Board of Ediication. This section shall apply 
to every child not physically or mentally disqualified, as herein- 
after provided, who shall be of the age of seven years and of not 
more than the age of fourteen years, and shall apply to every child 
of fourteen years of age or more and not more than sixteen years 
of age, w^ho is not actually and regularly employed, during the 
hours of the common schools of such school corporation, in a useful 
employment or service, or is not lawfully employed in a gainful 
service agreeably to the provisions of this act, concerning the em- 
ployment of children in gainful occupations. If a child otherwise 
subject to the provisions of this act shall be, as evidenced by a cer- 
tificate of a reputable, dxAj licensed and practicing physician, either 
physically or mentally unfit to attend school, then, during such dis- 
ability this act shall not apply to such child. If in the absence of 
such a certificate, the person having control or charge of any 
child shall claim that it is so physically or mentally unfit, then 
it shall be the duty of the common school corporation, where the 
■child resides, to cause the child to be examined by such a physician 
■or physicians, and if such physician, or physicians, shall certify 
that such child is mentally or physically fit to attend such school, 
then such child sball not be exempt from the provisions of this 
act, but unless they shall so certify such child shall be exempt from 
the provisions of this act during the continuance of such disability. 
If a child, otherwise subject to the provisions of this act, shall by 
reason of blindness, ox. partial blindness, be unable to secure an 
ediKcation by the use of the sense of sight, the parent, guardian or 



126 

other person having control or charge of children thereof shall 
cause the child to attend the Indiana School for the Blind. If a 
child, otherwise subject to the provisions of this act, shall by reason 
of deafness or partial deafness, be unable to secure an education by 
the use of the sense of hearing, the parent, guardian or other per- 
son having control or charge of children thereof shall cause the 
child to attend the Indiana State School for the Deaf. Application 
for admission of such children to such schools, respectively, shall 
be made out in the usual form and passed upon by the Board of 
Trustees of said respective schools, and no child shall be permitted 
to enter either of said schools until the application shall have been 
accepted by the proper Board of Trustees, and upon the rejection 
of any child's application by either of said boards, neither such 
child nor its parent, guardian or other person having charge or con- 
trol of it, shall thereafter, in respect of such child, be subject to the 
provisions of this act, until such child's application shall be ac- 
cepted. 

For the purpose of enforcing this act the age of children shall 
be established, if possible, first, by a duly verified copy of birth 
certificate or baptismal certificate or passport to be produced to the 
proper common school corporation by parents, guardians, and per- 
sons having the charge of 'Children. If neither such certificate nor 
passport exists, then the age shall be established by the first school 
enumeration in which the child's age appears. If there be no such 
enumeration then by the affidavit of the parent, guardian or other 
persons, having control or charge of children, and the supporting 
affidavit of some disinterested person. 

Sec. 2. No child under sixteen years of age who under the pro- 
visions of this act would othermse be required to attend school, 
shall be employed in any occupation during hours wherein the com- 
mon sichools at the residence of the child are in session, unless the 
child shall have attained the age of fourteen years and shall have 
procured a certificate from the executive officer of the common 
school corporation of which the child is a resident, or some person 
designated by him showing the age, date and place of birth, if 
known, or ascertainable, of such child and showing that the child 
has passed the fifth grade in the common schools, or its equivalent, 
and a written and signed statement from the child's employer show- 
ing that the person making it has employed, or is about to employ, 
such child, and showing the place and character of the employment. 
For the purpose of making the certificate herein required, it shall 



127 

be the duty of such common school executive, or other person desig- 
nated by him to obtain the information required as in Section 1 of 
this act. If the date or place of birth cannot be ascertained in any 
of these modes, then the school officer may certify that, in his opin- 
ion, the child is fourteen years of age, or more, and is physically fit 
to undertake the worlc he intends to do and to issue the certificate 
in accordance therewith to the employer or prospective employer of 
the child. The employer shall keep the certificate on file and shall 
produce it for inspection on demand by any inspector of the depart- 
ment of inspection or any other official authorized by law to inspect 
the same, and shall immediately when his employment of such child 
shall cease, in writing, notify the school corporation of that fact 
and the date thereof, on blanks to be attached to the certificate by 
the school corporation. It shall be unlawful for the employer to 
re-employ the child without a like new certificate. Such certificate 
having been presented to the employer, it shall not be necessarj^ 
for the employer to procure another affidavit of the child's age for 
service in the occupation mentioned in the statement of the em- 
ployer to the school corporation. The State Board of Truancy 
shall define the meaning of the word occupation as used in this act. 

Sec. 3. Truant officers, whose appointment is by this act pro- 
vided for, are hereby empowered and authorized to enter any place 
wherein childreli are employed for the purpose of determining 
whether any children are so employed in violation of the provisions 
of this act. It shall be the duty of all parents, guardians and other 
persons having control or charge" of children, and of all employers 
of children, to furnish the truant officers, upon request, full infor- 
mation concerning children employed by them, and for such pur- 
pose truant officers shall have the right to^ examine any employment 
certificates, notices, registers, or other lists concerning employed 
children, required by the law to be kept on file or posted in places 
where children are employed. 

Sec. 4. The truant officers mentioned in this act shall be ap- 
pointed on the first Monday in May of each year and shall take 
office on the first day of the folloAving August. Each county super- 
intendent of schools shaU appoint one truant officer for his count}'', 
who shall be known as county truant officer, and who shall act Under 
the direction of the county superintendent, in carrying out the pro- 
visions of this statute and who shall be subject to removal from 
office by said county superintendent, for inefficiency, incO'mpetency, 
or neglect of duty. In counties having a population of fewer than 



128 

25,000 inhabitants, according to the last preceding' United States 
census, the county superintendent of schools and the judge of the 
juvenile court, or judge of the circuit court acting as judge of the 
juvenile court, shall appoint the county truant officer, and the 
person so elected shall serve also as probation officer of such county. 
It shall be the duty of the truant officer to see that the provisions 
of this act are complied with, and when, from personal knowledge 
or by report or complaint from any resident or teacher within the 
territory under his supervision, he believes that any child, subject 
to the provisions of this act is habitually tardy or absent froiri 
school he shall immediately give or send by mail, to the parent, 
guardian, or other person having control or charge of such child, 
a written notice that the prompt and regular attendance of such 
child at school is required, and, if, wdthin five days after such mail- 
ing or giving of notice, the person to Avhom it shall be given shall 
not comply with the provisions of this statute respecting the attend- 
ance of such child at school, then such truant officer shall make com- 
plaint against the person so notified in the juvenile court of that 
county, or in the circuit court acting as juvenile court, or any court 
of record, setting forth the violation of the provisions of this act. 
But one notice shall be required for any one child during any one 
school year. Any person so notified who shall violate the provisions 
of this statute concerning the attendance of a child at school, shall 
be adjudged guilty of a misdemeanor and upon conviction thereof 
shall be fined not less than one dollar nor more than twenty-five dol- 
lars, to which may be added, in the discretion of the court, imprison- 
ment in the county jail, for not less than two nor more than ninety 
days. Any truant officer failing to perform any duties impovsed 
upon him by the provisions of this act shall, upon conviction, be 
fined in the sum of five dollars for each such failure. 

Sec. 5. Cities of this State having a school enumeration of 
2,000 and not more than 10,000 children, shall have one truant 
officer ; cities of more than 10,000 and fewer than 20,000 shall have 
two truant officers ; cities of 20,000 and not more than 30,000 shall 
have three truant officers ; cities of 30,000 and not more than 40,000 
jshaU have four truant officers; and cities having a school enumera- 
Itison !off more than 40,000 children shall have five or more truant 
'Officers, the number to be determined by the Board of School Com- 
niissioners of such city. A city having a school • enumeration of 
5,000 or more children, or two or more cities or towns in any county 
having a combined school enumeration of 5,000 or more, may, if it 
or thev so desire, constitute a separate district for the administra- 



129 

tion of this act. The truant officers of cities and such separate 
districts, constituted as above provided, shall enforce the provisions 
of this act in the manner mentioned in Section 4 hereof and shall 
be subject to the penalties therein mentioned for failure in the per- 
formance of duty. The truant officers of cities mentioned in this 
act shall be appointed by the school trustees or board of school com- 
missioners, respectively, of such city. A person to be eligible to 
appointment as county or other truant officer, in pursuance of this 
act shall have completed the eighth grade of the State's common 
schools or have an education equivalent thereto. 

Sec. 6. County truant officers, such as are mentioned in Section 
4 of this act, shall receive from the county treasury three dollars 
for each day of actual service, to be paid by the county treasurer 
upon a warrant signed by the county auditor, and the countj'^ 
council shall appropriate, and the board of county conunissioners 
shall allow the funds necessary' to make such payment. In counties 
where the truant officer shall act also as probation officer, he shall 
receive the salary provided by law for probation officer only. The 
truant officers provided for in Section 5 of this act shall receive 
from the general or special funds of the school corporation for 
which they act, .such daily compensation for services rendered as 
shall be determined by the school corporation appointing them, but 
such daily compensation shall be not less than two dollars a day 
and shall be paid for those days only upon which the officer works ; 
and if such officer represents two or more cities and towns com- 
bined, as a separate district according to Section 5 of this act. he 
shall be paid by each such city or toA\m school corporation only for 
the days he shall work in that city or to-^^Ti. No Avarrant for the 
payment of such compensation to any truant officer shall be issued 
until the truant officer shall have filed with his school corporation 
an itemized statement of the time he has been employed in its serv- 
ice and until such statement shall have been certified by the super- 
intendent of schools of the county or of the corporation which is to 
pay his compensation. 

Sec. 7. An accurate record of the attendance of all children 
who have reached the ag:e of seven years and have not passed the 
age of sixteen shall be kept daily by the teacher of every school, 
showing by the year, month, day of month, and day of week, such 
attendance. Such records shall at all times be open to the school 
authorities of the city or district and every such teacher shall fully 
answer all inquiries lawfully made by such school authorities or by 
truant officers or other duly authorized persons. All school officers 
9—30243 



130 

and teachers are hereby required to make and furnish all reports. 
that may be required by the Superintendent of Public Instruction, 
by the State Board of Truancy, or the truant ofScer with reference 
to the working's of this act. 

Sec. 8. A State Board of Truancy, to consist of the State Super- 
intendent of Public Instruction, a member of the State Board of 
Education designated by that board for such purpose, and the sec- 
retary of the Board of State Charities, is hereby created. Said 
board shall have power to determine the special educational attain- 
ments possessed by all persons appointed as truant officers and shall 
take such steps toward the uplift, unification and systematization 
of methods of truancy work in this State as may de deemed proper 
by them and shall have all powers specified in this act; and shall 
have power and be charged with the duty and responsibility of 
administering this act, defining the meaning of the terms used here- 
in and setting up such standards, rules, regulations and procedure 
under the provisions of this act as may be necessary from time to 
time to carry the same into effect and which local authorities 
charged with the administration of this act shall be required to 
follow. 

See. 9. If any parent, guardian, or other person having control 
or charge of any child, who^ is subject to the provisions of this act 
does not have sufficient means to furnish such child with books and 
clothing necessary to attendance upon school, then the school cor- 
poration where such child resides shall furnish temporary aid for 
such purpose, which aid shall be allowed and repaid to such school 
corporation, upon the certificate of the executive officer of such 
school corporation, by the township overseer of the poor in the man- 
ner provided by law for the relief of the poor. Such certificate 
shall be accompanied by such information as will enable the over- 
seer of the poor to make the reports required by law governing the 
relief of the poor. 

Sec. 10. All common school corporations in this State are here- 
by empowered to maintain, either within or without the corporate 
limits of such corporations, a separate school for incorrigible and 
truant children. Any child who shall be a truant or incorrigible 
may be compelled by the school corporation to attend such separate 
school for indeterminate time. 

See. 11. Any child subject to the provisions of this act who 
habitually absents itself from school may be declared by the truant 
officer and superintendent of schools of the county or of the city 
where it resides a confirmed truant. Such confirmed truant may 



131 

be sentenced by the judge of the juvenile court, or by the judge of- 
the circuit court, acting a.s judge of the juvenile court, or by the 
judge of any other court of record, if a boy, to the Indiana Boys' 
School, or, if a girl, to the Indiana G-irls' School, provided such 
child is witliin the age limit set for such institutions. If deemed 
advisable by the judge such incorrigible child may be sent to such 
other custodial institution within the State as the judge may desig- 
nate. Its maintenance in such institution shall be paid as the law 
provides for the maintenance of dependent children committed by 
the court to such custodial institutions. In all cases where a child 
is so committed to an institution it shall be placed in charge of the 
probation officer or of somie person designated by the court, to be 
conveyed under his direction to the designated institution, and the 
actual necessary expense thereby incurred shall be paid by the 
board of county commissioners. A woman shall always be sent as 
such attendant with girls so committed. 

Sec. 12. For the defraying of the expenditures necessary in the 
carrying out of the provisions of this statute, common school cor- 
porations of this State are empowered to levy in addition to any 
and all sums otherwise provided by law, an amount of special school 
revenue not exceding five cents on each $100 of taxable property, 
and such taxes shall be levied and collected as other special school 
revenues. 

Sec. 13. In order that the provisions of this act may be more 
definitely enforced, it is hereby provided that the enumerators of 
school children, in taking the annual school census shall ascertain 
and record the place and date of birth of every child enumerated, 
and the parent, guardian, or other person having control or charge 
of such children, shall subscribe and take oath or affirmation that 
such record is true to the best of his information, knowledge, or 
belief. The enumerator is hereby empowered tO' administer such 
oath or affirmation, and any parent, guardian, or other person hav- 
ing control or charge over any child, who shall refuse to take such 
oath or affirmation, unless the refusal be based upon want of knowl- 
edge, information, or belief, shall be adjudged guilty of a misde- 
loeanor, and upon conviction thereof shall be fined in any sum not 
less than one dollar ($1.00). 

Sec. 14. On or before the first day of each school year the 
executive officer of each school corporation shall furnish the truant 
officer thereof with the names of the children, subject to the pro- 
visions of this act, who are enumerated on the regular enumeration 
lists. These names shall be alphabetically arranged, and such officer 



132 

.shall give to tlie truant officer all the information contained in the 
regular enumeration returns concerning the children so listed. The 
county and each school corporation, shall provide its own truant 
officers with the necessary postage and such blanks as may be re- 
{[uired by the State Board of Truancy or the State Superintendent 
of Public Instruction pertaining to the due execution of the dutiesi 
of such truant officers. 

Sec. 15. Any parent, guardian, or other person having control 
or charge of children who shall permit the employment of any 'child 
in violation of Section 2 of this act, and any one who shall employ 
a child in violation of that section, and any person who shall violate 
any provision of this act, for which violation no penalty is here- 
inbefore denounced, shall be guilty of a misdemeanor, and upon 
conviction thereof shall be fined not less than ten dollars, nor more 
than fifty dollars. 

Sec. 16. The statute of 1901 in force March 11, 1901 (Session 
Laws of 1901, page 470), entitled ''An Act Concerning the Educa- 
tion of Children," and all acts supplemental thereof or amendatorv 
thereto and all other laws and parts of laws in so far as they are 
in conflict with the provisions of this act, are hereby repealed. 

Sec. 17. An emergency is hereby declared to exist for the imme- 
diate taking effect of this act and the same shall, therefore, be in 
force from and after its passage. 



TABLE OF CONTENTS. 



Page 

Summary of findings and recommendations 3 

Work of the Commission 3 

Findings 4 

Recommendations 9 

Industry and its educational needs 12 

Methods of training .' . 19 

Apprentices 19 

Trade scliool 21 

Industrial schools 22 

Trade training in Indiana . 24 

Agriculture and its educational needs 25 

Systems of agricultural education 32 

Domestic science and its educational needs 37 

Scope of the work 39 

Elimination of pupils from schools 42 

What further forms of education are needed 44 

Elementary industrial education 45 

Vocational education 47 

The industrial day school 47 

Part-time education 51 

Part-time education In agriculture 62 

Evening schools 63 

Administration 67 

Authority to establish 67 

Federal aid 69 

State aid 69 

Training of teachers 70 

Graduate work In education 71 

Vocational guidance . . . . ' 74 

The library and Industrial education S3 

Advanced investigation 87 

APPENDICES. 

DlgQSt of laws relating to Industrial education ; 93 

Digest of laws relating to secondary agricultural education 9S 

Views of organized labor • 102 

Views of manufacturers 107 

Manufacturing Industries In Indiana 110 

Trade teaching in public schools 112 

Trade teaching In private and philanthropic schools 113 

DRAFTS OF BILLS PROPOSED. 

Vocational education in industries, agriculture and domestic science. . . 117 

Apprenticeship 124 

Codification of the compulsory attendance laws 125 

(133) 



LB I 



